Air-Medical Transport Experience in Emergency Medicine Residencies: Then and Now

2009 ◽  
Vol 24 (3) ◽  
pp. 247-252 ◽  
Author(s):  
Nelson Tang ◽  
Kim Fredericksen ◽  
Lauren Sauer ◽  
Buddy Kozen ◽  
Horace Liang ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
The United States ◽  
Resident Training ◽  
Effective Utilization ◽  
Residency Programs ◽  
Medical Transport ◽  
Two Phases ◽  
Training Opportunities ◽  
Geographical Locations

AbstractObjective:The appropriate activation and effective utilization of air-medical transport (AMT) services is an important skill for emergency medicine physicians in the United States.Previous studies have demonstrated variability with regards to emergency medical services (EMS) experience during residency training. This study was designed to evaluate the nature and extent of AMT training of the emergency medicine residency programs in the United States.Methods:An identity-unlinked survey of the program directors of all Accreditation Committee for Graduate Medical Education (ACGME) approved emergency medicine residency programs was conducted.The survey focused on EMS and AMT resident training opportunities and was conducted in two phases (1999 and 2006) using near-identical methodologies.Results:Response rates of 82% and 84% were achieved in 1999 and 2006, respectively. Percentages of programs offering AMT experiences were similar between the two study phases (76% in 1999 and 65% in 2006). The roles of residents during AMT experiences ranged widely between observer-only, active team member, and medical director/team leader in both 1999 and 2006. Compared to those in 1999, programs in 2006 demonstrated a greater frequency of EMS rotations being provided earlier, by year of training during emergency medicine residency. Residencies located in non-metropolitan centers only were slightly more likely to offer AMT training than were those in metropolitan locations.Conclusions:A majority of emergency medicine residency programs offer AMT experience that includes both scene responses and inter-facility transports. The role of residents during AMT training varies widely, as does the timing of their experiences during residency. The geographical locations of programs do not appear to impact the availability of AMT training.

scholarly journals Residency Setting Association With Resident Substance Use Disorder Training: A CERA Secondary Data Analysis

2020 ◽  
Vol 52 (3) ◽  
pp. 198-201
Author(s):  
Joshua St. Louis ◽  
Emma Worringer ◽  
Wendy B. Barr
Keyword(s):  
Substance Use ◽  
Family Medicine ◽  
Residency Program ◽  
Secondary Analysis ◽  
Secondary Data ◽  
The United States ◽  
Resident Training ◽  
Addiction Medicine ◽  
Residency Programs ◽  
Family Medicine Residency

Background and Objectives: As the opioid crisis worsens across the United States, the factors that impact physician training in management of substance use disorders become more relevant. A thorough understanding of these factors is necessary for family medicine residency programs to inform their own residency curricula. The objective of our study was to identify factors that correlate with increased residency training in addiction medicine across a broad sample of family medicine residencies. Methods: We performed secondary analysis of a national family medicine residency program director survey conducted in 2015-2016 (CERA Survey PD-8). We obtained data from the Council of Academic Family Medicine Educational Research Alliance (CERA) Data Clearinghouse. We analyzed residency clinic site designation as a patient-centered medical home (PCMH), federally-qualified health center (FQHC), or both, for their correlation with faculty member possession of DEA-X buprenorphine waiver license, as well as required residency curriculum in addiction medicine. Results: Residency programs situated in an FQHC were more likely to have faculty members who possessed DEA-X buprenorphine waiver licenses (P=.025). Residency clinics that were both a PCMH as well as an FQHC also correlated strongly (P=.001). Furthermore, residencies with faculty who possessed a DEA-X license were significantly more likely to have a required curriculum in addiction medicine (P=.002). Conclusions: Our quantitative secondary analysis of CERA survey data of family medicine residency program directors revealed that resident training in addiction medicine is strongly correlated with both residency clinic setting (FQHC or FQHC/PCMH) as well as residency faculty possession of DEA-X licenses.

Stick and Tell A Survey of Emergency Medicine Residents and Needlestick Exposures

2013 ◽  
Vol 34 (10) ◽  
pp. 1116-1118 ◽  
Author(s):  
Jessica Zuraw ◽  
Gretchen Sanford ◽  
Lori Winston ◽  
Shu Chan
Keyword(s):  
Emergency Medicine ◽  
Healthcare Workers ◽  
The United States ◽  
Perceived Barriers ◽  
Health Departments ◽  
Needlestick Injuries ◽  
Residency Programs ◽  
Paper Version ◽  
E Mail ◽  
New Procedures

An estimated 400,000–800,000 sharps-related injuries occur among healthcare workers (HCWs) annually in the United States. The risk of needlestick exposure may be particularly high among emergency medicine (EM) residents, who are learning new procedures in a relatively uncontrolled environment. Despite the potentially serious consequences of percutaneous injuries (PCIs), practitioners in training often down-play the occurrence of PCIs and do not report exposures.Current literature implies that underreporting of needlestick injuries is multifactorial. By not seeking care after needlesticks occur and thereby delaying treatment, residents incur more risk from exposures. We sought to elucidate the underlying issues that might contribute to this lack of reporting needlestick injuries. Using an anonymous survey, we collected information regarding factors that contributed to sustaining a PCI as well as perceived barriers that prevented residents from reporting these exposures. This information is desirable for both residency programs and employee health departments to reduce the occurrence of unreported exposures.The survey contained 19 questions, and all subjects were EM residents from the 8 Accreditation Council for Graduate Medical Education–accredited programs in the state of Illinois during the period January–February 2011. The voluntary survey was distributed via e-mail and through a paper version distributed at a regional EM residency conference.

scholarly journals The Impact of Due Process and Disruptions on Emergency Medicine Education in the United States

2020 ◽  
Vol 21 (2) ◽  
pp. 423-428
Author(s):  
Al'ai Alvarez ◽  
Anne Messman ◽  
Melissa Platt ◽  
Megan Healy ◽  
Elaine Josephson ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Students ◽  
Natural Disasters ◽  
Due Process ◽  
Training Programs ◽  
The United States ◽  
Educational Mission ◽  
Residency Programs ◽  
The Impact ◽  
Due Process Rights

Introduction: Academic Emergency Medicine (EM) departments are not immune to natural disasters, economic or political forces that disrupt a training program’s operations and educational mission. Due process concerns are closely intertwined with the challenges that program disruption brings. Due process is a protection whereby an individual will not lose rights without access to a fair procedural process. Effects of natural disasters similarly create disruptions in the physical structure of training programs that at times have led to the displacement of faculty and trainees. Variation exists in the implementation of transitions amongst training sites across the country, and its impact on residency programs, faculty, residents and medical students. Methods: We reviewed the available literature regarding due process in emergency medicine. We also reviewed recent examples of training programs that underwent disruptions. We used this data to create a set of best practices regarding the handling of disruptions and due process in academic EM. Results: Despite recommendations from organized medicine, there is currently no standard to protect due process rights for faculty in emergency medicine training programs. Especially at times of disruption, the due process rights of the faculty become relevant, as the multiple parties involved in a transition work together to protect the best interests of the faculty, program, residents and students. Amongst training sites across the country, there exist variations in the scope and impact of due process on residency programs, faculty, residents and medical students. Conclusion: We report on the current climate of due process for training programs, individual faculty, residents and medical students that may be affected by disruptions in management. We outline recommendations that hospitals, training programs, institutions and academic societies can implement to enhance due process and ensure the educational mission of a residency program is given due consideration during times of transition.

The Role of High-Fidelity Simulation in Training Pediatric Emergency Medicine Fellows in the United States and Canada

2013 ◽  
Vol 29 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Walter J. Eppich ◽  
Michele M. Nypaver ◽  
Prashant Mahajan ◽  
Kent T. Denmark ◽  
Christopher Kennedy ◽  
...  
Keyword(s):  
United States ◽  
Emergency Medicine ◽  
The United States ◽  
Pediatric Emergency ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Pediatric Emergency Medicine

scholarly journals The Current Role of Ultrasound Use in Teaching Regional Anesthesia: A Survey of Residency Programs in the United States

Pain Medicine ◽  
2012 ◽  
Vol 13 (10) ◽  
pp. 1342-1346 ◽  
Author(s):  
Mohammad A. Helwani ◽  
Nahel N. Saied ◽  
Bassem Asaad ◽  
Stephanie Rasmussen ◽  
Mitchell E. Fingerman
Keyword(s):  
United States ◽  
Regional Anesthesia ◽  
The United States ◽  
Residency Programs ◽  
Current Role

scholarly journals Radiology Education Among Emergency Medicine Residencies: A National Needs Assessment

2021 ◽  
Vol 22 (5) ◽  
pp. 1110-1116
Author(s):  
Stephen Villa ◽  
Natasha Wheaton ◽  
Steven Lai ◽  
Jaime Jordan
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Needs Assessment ◽  
Graduate Medical Education ◽  
Central Region ◽  
The United States ◽  
Residency Programs ◽  
Radiology Education ◽  
Graduate Medical ◽  
Program Leadership

Introduction: Radiology training is an important component of emergency medicine (EM) education, but its delivery has been variable. Program directors have reported a lack of radiology skills in incoming interns. A needs assessment is a crucial first step toward improving radiology education among EM residencies. Our objective was to explore the current state of radiology education in EM residency programs. Methods: This was a cross-sectional survey study of all Accreditation Council for Graduate Medical Education-accredited EM programs in the United States. Program leadership completed an online survey consisting of multiple choice, Likert scale, and free-response items. We calculated and reported descriptive statistics. Results: Of eligible EM programs, 142/252 (56%) completed the survey including 105 postgraduate year (PGY) 1-3 and 36 PGY 1-4 programs. One respondent opted out of answering demographic questions. 23/141 (16%) were from the Western region, 29/141 (21%) were from the North Central region, 14/141 (10%) were from the South-Central region, 28/141 (20%) were from the Southeast region, and 47/141 (33%) were from the Northeast region. A total of 88/142 (62%) of responding programs did not have formal radiology instruction. Of the education that is provided, 127/142 (89%) provide it via didactics/lectures and 115/142 (81%) rely on instruction during clinical shifts. Only 51/142 (36%) provide asynchronous opportunities, and 23/142 (16%) have a dedicated radiology rotation. The majority of respondents reported spending 0-2 hours per month on radiology instruction (108/142; 76%); 95/141 (67%) reported that EM faculty “often” or “always” provide radiology instruction; 134/142 (95%), felt that it was “extremely” or “very important” for ED providers to be able to independently interpret radiograph results; and 129/142 (90.84%) either “sometimes” or “always” rely on their independent radiograph interpretations to make clinical decisions. The radiology studies identified as most important to be able to independently interpret were radiographs obtained for lines/tubes, chest radiographs, and radiographs obtained for musculoskeletal-related complaints. Conclusion: A minority of EM residency programs have formal instruction in radiology despite the majority of responding program leadership believing that these are important skills. The most important curricular areas were identified. These results may inform the development of formal radiology curricula in EM graduate medical education.

scholarly journals Implementation of Pediatrics Residency Accredited Program in Singapore

2015 ◽  
Author(s):  
Chong Chia Yin, MBBS, MMed, MRCP, FRCPCH ◽  
Serene Ai Kiang Ong, MSc ◽  
Yeo Ai Ling ◽  
Chay Oh Moh, MBBS, Mmed (Paed), FAMS, FRCPCH
Keyword(s):  
United States ◽  
Medical Education ◽  
Postgraduate Medical Education ◽  
The United States ◽  
Resident Training ◽  
Scholarly Activity ◽  
Concurrent Training ◽  
Residency Programs ◽  
System Selection ◽  
Selection Of

In 2009, Singapore began replacing the British-based specialist training that constituted its postgraduate medical education with a United States-based Residency program, which is more structured. Singapore is the first country outside the United States to be accredited by the Accreditation Council for Graduate Medical Education — International (ACGME-I). This paper reviews the recent changes in the context of the Pediatrics program at the KK Women’s and Children’s Hospital, one of the five specialties chosen to launch the new residency programs. Most of the changes were made for accreditation purposes, so as to align with the requirements set by ACGME-I; however, local content and Ministry of Health (MOH) stipulations were also taken into account when designing the new pedagogical and training curriculum. Areas discussed include faculty numbers and development, concurrent training of trainees from the previous system, selection of residents, resident training, resident duty hours, mentors, curriculum, rotations, continuity clinics, scholarly activity, postgraduate exams, remediation, and chief residents.

Core Disaster Medicine Education (CDME) for Emergency Medicine Residents in the United States

2019 ◽  
Vol 34 (05) ◽  
pp. 473-480
Author(s):  
Ritu R. Sarin ◽  
Paul Biddinger ◽  
John Brown ◽  
Jonathan L. Burstein ◽  
Frederick M. Burkle ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Core Curriculum ◽  
Core Competencies ◽  
The United States ◽  
Disaster Medicine ◽  
Disaster Mitigation ◽  
Professional Organization ◽  
Residency Programs ◽  
Preparedness Planning ◽  
Hospital Response

AbstractObjectives:Disaster Medicine (DM) education for Emergency Medicine (EM) residents is highly variable due to time constraints, competing priorities, and program expertise. The investigators’ aim was to define and prioritize DM core competencies for EM residency programs through consensus opinion of experts and EM professional organization representatives.Methods:Investigators utilized a modified Delphi methodology to generate a recommended, prioritized core curriculum of 40 DM educational topics for EM residencies.Results:The DM topics recommended and outlined for inclusion in EM residency training included: patient triage in disasters, surge capacity, introduction to disaster nomenclature, blast injuries, hospital disaster mitigation, preparedness, planning and response, hospital response to chemical mass-casualty incident (MCI), decontamination indications and issues, trauma MCI, disaster exercises and training, biological agents, personal protective equipment, and hospital response to radiation MCI.Conclusions:This expert-consensus-driven, prioritized ranking of DM topics may serve as the core curriculum for US EM residency programs.

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