Training in Emergency Obstetrics: A Needs Assessment of U.S. Emergency Medicine Program Directors

Introduction: Research supports the role of mentors in the personal development and career advancement of medical trainees. Compared to non-mentored peers, mentored residents are nearly twice as likely to describe excellent career preparation and demonstrate objective career success. In prior research, only 65% of training programs in Canada had a mentorship program, and 40% indicated a need for more formal mentorship models. Methods: A needs assessment survey was distributed to RCPSC Emergency Medicine (EM) Program Directors across Canada regarding mentorship available to resident physicians training at their centers. Additionally, all EM resident and staff physicians involved in mentorship were surveyed on their perceptions of current models at their institutions. Both surveys were comprised of binary, open ended, and 5 point likert scale questions. Responses were analyzed using Fisher’s exact test. Results: Eleven Program Directors responded to the survey. Formal mentorship programs were found in 82% of training centers, with 77% of programs instituted within the past 5 years. Half of resident/mentor pairings were based on a combination of identified career goals, participant personality traits, or resident request. Other pairing methods included perceived resident needs or attending physician request. Most meetings are face-to-face, with one program requiring mutual scheduled shifts. Residents identified that mentorship was significantly associated with benefits to career (p=0.0016) and niche (p=0.0019) development. Formal mentorship was felt to have a significant association with resident academic development (p=0.05) and lower rates of burnout (p=0.0018) by staff physicians. Staff mentors also associated a personal development benefit related to involvement in a mentorship relationship (p=0.0355). Conclusion: The majority of EM programs have adopted formal mentorship programs within the past 5 years. Residents and staff identify that mentorship relationships are associated with improved career and niche development as well as academic advancement. Future research will include a before and after study of the implementation of a formal mentorship program within the RCPSC-EM program at the University of Manitoba.

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Maintaining Procedural Skills for Academic Emergency Medicine Faculty: A Needs Assessment

AEM Education and Training ◽

10.1002/aet2.10648 ◽

2021 ◽

Author(s):

Brian Clyne ◽

Hannah Barber‐Doucet ◽

Linda Brown ◽

Andrew Musits ◽

Elizabeth Jacobs ◽

...

Keyword(s):

Emergency Medicine ◽

Needs Assessment ◽

Procedural Skills

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Improving Knowledge and Process for International Emergency Medicine Fellowship Applicants: A Call for a Uniform Application

Emergency Medicine International ◽

10.1155/2013/737391 ◽

2013 ◽

Vol 2013 ◽

pp. 1-4 ◽

Cited By ~ 3

Author(s):

Gabrielle A. Jacquet ◽

Jamil D. Bayram ◽

William B. Ewen ◽

Bhakti Hansoti ◽

Steven Andescavage ◽

...

Keyword(s):

Emergency Medicine ◽

Program Directors ◽

Application Process ◽

Convenience Sample ◽

Application System ◽

International Emergency Medicine ◽

Application Service ◽

Fellowship Programs ◽

Recent Graduates ◽

Universal Application

Background. There are currently 34 International Emergency Medicine (IEM) fellowship programs. Applicants and programs are increasing in number and diversity. Without a standardized application, applicants have a difficulty approaching programs in an informed and an organized method; a streamlined application system is necessary.Objectives. To measure fellows’ knowledge of their programs’ curricula prior to starting fellowship and to determine what percent of fellows and program directors would support a universal application system.Methods. A focus group of program directors, recent, and current fellows convened to determine the most important features of an IEM fellowship application process. A survey was administered electronically to a convenience sample of 78 participants from 34 programs. Respondents included fellowship directors, fellows, and recent graduates.Results. Most fellows (70%) did not know their program’s curriculum prior to starting fellowship. The majority of program directors and fellows support a uniform application service (81% and 67%, resp.) and deadline (85% for both). A minority of program directors (35%) and fellows (30%) support a formal match.Conclusions. Program directors and fellows support a uniform application service and deadline, but not a formalized match. Forums for disseminating IEM fellowship information and for administering a uniform application service and deadline are currently in development to improve the process.

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Needs assessment and staff education to effect long-term change in emergency medicine in rural Nepal

CJEM ◽

10.1017/s1481803500009246 ◽

2004 ◽

Vol 6 (04) ◽

pp. 266-270

Author(s):

Valerie F. Krym ◽

Russell D. MacDonald

Keyword(s):

Health Care ◽

Emergency Medicine ◽

Needs Assessment ◽

Care Staff ◽

Standards Of Care ◽

Health Care Staff ◽

Local Health ◽

Staff Education ◽

Local Health Care

ABSTRACT Medical work in developing countries is challenging and rewarding. To make a lasting impact on the local community, a health care worker must be willing to listen to the needs of the people. The long-term impact of a needs assessment and staff education on emergency medicine at a rural hospital in Nepal is presented. The Scheer Memorial Hospital is a 102-bed non-governmental, not-for-profit hospital in Banepa, Nepal. Nepalese and ex-patriot health care professionals staff the hospital. Medical supplies are obtained from local manufacturers or as donations from foreign organizations. The hospital waives fees for those who cannot afford care. Two academic emergency physicians with expertise in international health undertook a needs assessment to assist in planning for long-term health care goals related to emergency medicine. The assessment focused on health care planning and education of the local health care staff. Based on interviews and objective assessments, a plan was developed and implemented to address 4 key areas: physical plant, equipment, staff training and essential tasks. Sustainable positive change was accomplished by acknowledging local customs and standards of care, meeting the needs of local health care staff and using available resources.

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How Well Do Core Faculty Understand The Emeregency Medicine Milestones?

Western Journal of Emergency Medicine ◽

10.5811/westjem.2019.11.44289 ◽

2019 ◽

Vol 21 (1) ◽

pp. 160-162

Author(s):

Randy Sorge ◽

Simiao Li-Sauerwine ◽

Jorge Fernandez ◽

Gene Hern

Keyword(s):

Emergency Medicine ◽

National Survey ◽

Response Rate ◽

Program Directors ◽

Electronic Media ◽

Survey Tool ◽

Core Faculty ◽

Poor Understanding ◽

Competency Based ◽

Single Response

Introduction: It is unclear how emergency medicine (EM) programs educate core faculty about the use of milestones in competency-based evaluations. We conducted a national survey to profile how programs educate core faculty regarding their use and to assess core faculty’s understanding of the milestones. Methods: Our survey tool was distributed over six months in 2017 via the Council of Emergency Medicine Residency Directors (CORD) listserv. Responses, which were de-identified, were solicited from program directors (PDs), assistant/associate program directors (APDs), and core faculty. A single response from a program was considered sufficient. Results: Our survey had a 69.7% response rate (n=140/201). 62.9% of programs reported educating core faculty about the EM Milestones via the distribution of physical or electronic media. Although 82.6% of respondents indicated that it was important for core faculty to understand how the EM Milestones are used in competency-based evaluations, respondents estimated that 48.6% of core faculty possess “fair or poor” understanding of the milestones. Furthermore, only 50.7% of respondents felt that the EM Milestones were a valuable tool. Conclusion: These data suggest there is sub-optimal understanding of the EM Milestones among core faculty and disagreement as to whether the milestones are a valuable tool.

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Institution-specific utilization of the American College of Surgeons/Association of Program Directors operative skills curriculum: From needs assessment to implementation

Surgery ◽

10.1016/j.surg.2020.07.009 ◽

2020 ◽

Vol 168 (5) ◽

pp. 888-897

Author(s):

Karen J. Dickinson ◽

Stephanie Zajac ◽

Sara G. McNeil ◽

Benjamin Benavides ◽

Barbara L. Bass

Keyword(s):

Needs Assessment ◽

Program Directors ◽

American College Of Surgeons

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Teacher training for rheumatology fellows: a national needs assessment of fellows and program directors

Clinical Rheumatology ◽

10.1007/s10067-019-04829-2 ◽

2019 ◽

Vol 39 (3) ◽

pp. 673-680

Author(s):

Pankti Reid ◽

Eli M. Miloslavsky ◽

Anisha Dua

Keyword(s):

Teacher Training ◽

Needs Assessment ◽

Program Directors

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LO40: Describing CCFP(EM) programs in Canada: a national survey of program directors

CJEM ◽

10.1017/cem.2018.102 ◽

2018 ◽

Vol 20 (S1) ◽

pp. S20-S21 ◽

Cited By ~ 1

Author(s):

A. Nath ◽

K. Yadav ◽

J. J. Perry

Keyword(s):

Emergency Medicine ◽

Skills Training ◽

Program Directors ◽

Intrauterine Pregnancy ◽

Administrative Structure ◽

In Situ Simulation ◽

Ultrasound Simulation ◽

Content Development ◽

Quality Assurance Project ◽

Competency Based

Introduction: Enhanced skills training in emergency medicine (EM) for family physicians (CCFP(EM)) has existed since the 1970s. Accreditation standards define what every program must and should have, yet little is known on what is currently done across Canada. Our objectives were to: 1) describe major components of CCFP(EM) programs; and 2) determine how programs incorporate these components into their curriculum. Methods: A rigorous development process included expert content development and in-person pilot testing using Royal College Emergency Medicine Program Directors. An electronic survey questionnaire comprised of 63 questions was administered to all 17 CCFP(EM) program directors using a modified Dillman technique. Non-responders were sent a reminder email every 2 weeks over a 6-week period and an in-person reminder was given to non-responders at a face to face meeting 4 weeks after the initial survey was sent in June 2016. Results: All 17/17 (100%) program directors responded. There was considerable variation in administrative structure and financial support for each program. All programs provided ultrasound courses for basic skills (trauma, abdominal aortic aneurysm, intrauterine pregnancy). Variation exists for offering independent ultrasound certification (77%), advanced scanning (18%) and protected academic time for scanning (53%). All programs utilize high fidelity simulation. Some programs use in situ simulation (18%) and hold a simulation boot camp (41%). Most centres required an academic project, most commonly a quality assurance project (53%) and/or a critical appraisal of the literature (59%). Publication or national conference presentations were required by 12% of programs. Competency based assessments use simulation (88%) and direct observations (53%). Only 24% of programs have a transition to practice curriculum. All programs maintain strong connections to family medicine. Conclusion: This study demonstrates diverse structures of CCFP(EM) programs across Canada. Programs are similar regarding the provision of ultrasound, simulation and protected teaching time. Variation exists in administrative structure and financial resources of each program, academic project requirements, and how programs perform competency based assessments.

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Determining content for a simulation-based curriculum in pediatric emergency medicine: results from a national Delphi process

CJEM ◽

10.1017/cem.2015.11 ◽

2015 ◽

Vol 17 (6) ◽

pp. 662-669 ◽

Cited By ~ 14

Author(s):

Ilana Bank ◽

Adam Cheng ◽

Peter McLeod ◽

Farhan Bhanji

Keyword(s):

Emergency Medicine ◽

Delphi Study ◽

Formal Education ◽

National Curriculum ◽

Program Directors ◽

Pediatric Emergency ◽

Primary Objective ◽

Pediatric Emergency Medicine ◽

Core Content ◽

Simulation Based

ABSTRACTObjectivesBy the end of residency training, pediatric emergency medicine (PEM) residents are expected to have developed the confidence and abilities required to manage acutely ill children. Acquisition of competence requires exposure and/or supplemental formal education for critical and noncritical medical clinical presentations. Simulation can provide experiential learning and can improve trainees’ knowledge, skills, and attitudes. The primary objective of this project was to identify the content for a simulation-based national curriculum for PEM training.MethodsWe recruited participants for the Delphi study by contacting current PEM program directors and immediate past program directors as well as simulation experts at all of the Canadian PEM fellowship sites. We determined the appropriate core content for the Delphi study by combining the PEM core content requirements of the Royal College of Physicians and Surgeons of Canada (RCPSC) and the American Board of Pediatrics (ABP). Using the Delphi method, we achieved consensus amongst the national group of PEM and simulation experts. The participants completed a three-round Delphi (using a four-point Likert scale).ResultsResponse rates for the Delphi were 85% for the first round and 77% for second and third rounds. From the initial 224 topics, 53 were eliminated (scored <2). Eighty-five topics scored between 2 and 3, and 87 scored between 3 and 4. The 48 topics, which were scored between 3.5 and 4.0, were labeled as “key curriculum topics.”ConclusionWe have iteratively identified a consensus for the content of a national simulation-based curriculum.

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