Radiology Education Among Emergency Medicine Residencies: A National Needs Assessment

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.

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From Medical School to Residency: Transitions During the COVID-19 Pandemic

Journal of Graduate Medical Education ◽

10.4300/jgme-d-20-00627.1 ◽

2020 ◽

Vol 12 (4) ◽

pp. 507-511

Author(s):

Lauren M. Byrne ◽

Eric S. Holmboe ◽

John R. Combes ◽

Thomas J. Nasca

Keyword(s):

Medical Education ◽

Medical School ◽

Graduate Medical Education ◽

Medical Schools ◽

The United States ◽

Residency Programs ◽

Graduate Medical ◽

Time Period ◽

Policies And Procedures ◽

Academic Year

ABSTRACT Background The start of a new academic year in graduate medical education will mark a transition for postgraduate year 1 (PGY-1) residents from medical school into residency. The relocation of individuals has significant implications given the COVID-19 pandemic and variability of the outbreak across the United States, but little is known about the extent of the geographic relocation taking place. Objective We reported historical trends of PGY-1 residents staying in-state and those starting residency from out-of-state to quantify the geographic movement of individuals beginning residency training each year. Methods We analyzed historical data collected by the Accreditation Council for Graduate Medical Education in academic years 2016–2017, 2017–2018, and 2018–2019, comparing the locations of medical school and residency programs for PGY-1 residents to determine the number of matriculants from in-state medical schools and out-of-state medical schools. International medical school graduates (IMGs) were shown separately in the analysis and then combined with out-of-state matriculants. US citizens who trained abroad were counted among IMGs. Results The total number of PGY-1s increased by 10.3% during the 3-year time period, from 29 338 to 32 348. When combined, IMGs and USMGs transitioning from one state or country to another state accounted for approximately 72% of PGY-1s each year. Approximately 63% of USMGs matriculated to a residency program in a new state, and IMGs made up 24.6% to 23.1% of PGY-1s over the 3-year period. Conclusions Each year brings a substantial amount of movement among PGY-1s that highlights the need for policies and procedures specific to the COVID-19 pandemic.

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P071: Content of clinical informatics in international training standards for emergency medicine specialists

CJEM ◽

10.1017/cem.2018.269 ◽

2018 ◽

Vol 20 (S1) ◽

pp. S82-S82

Author(s):

B. R. Holroyd ◽

M. S. Beeson ◽

T. Hughes ◽

L. Kurland ◽

J. Sherbino ◽

...

Keyword(s):

United States ◽

Emergency Medicine ◽

Medical Education ◽

Graduate Medical Education ◽

The United States ◽

Clinical Informatics ◽

Evidence Based ◽

Graduate Medical ◽

The Future ◽

Training Standards

Introduction: The field of Clinical Informatics (CI) and specifically the electronic health record, has been identified as a key facilitator to achieve a sustainable evidence-based healthcare system for the future. International graduate medical education programs have been challenged to ensure their trainees are provided with appropriate skills to deliver effective and efficient healthcare in an evolving environment. This study explored how international Emergency Medicine (EM) specialist training standards address training in relevant areas of CI. Methods: A list of categories of CI competencies relative to EM was developed following a thematic review of published references documenting CI curriculum and competencies. Publically available, published documents outlining core content, curriculum and competencies from international organizations responsible for specialty graduate medical education and/or credentialing in EM for the United States, Canada, Australasia, the United Kingdom and Europe. These EM training standards were reviewed to identify inclusion of topics related to the relevant categories of CI competencies. Results: A total of 23 EM curriculum documents were included in the thematic analysis. Curricula content related to critical appraisal/evidence based medicine, leadership, quality improvement and privacy/security were included in all EM curricula. The CI topics related to fundamental computer skills, computerized provider order entry and patient-centered informatics were only included in the EM curricula documents for the United States and were absent for each other organization. Conclusion: There is variation in the CI related content of the international EM specialty training standards which were reviewed. Given the increasing importance of CI in the future delivery of healthcare, organizations responsible for training and credentialing specialist emergency physicians must ensure their training standards incorporate relevant CI content, thus ensuring their trainees gain competence in essential aspects of CI.

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Pathology Informatics Essentials for Residents: A Flexible Informatics Curriculum Linked to Accreditation Council for Graduate Medical Education Milestones

Archives of Pathology & Laboratory Medicine ◽

10.5858/arpa.2016-0199-oa ◽

2016 ◽

Vol 141 (1) ◽

pp. 113-124 ◽

Cited By ~ 4

Author(s):

Walter H. Henricks ◽

Donald S. Karcher ◽

James H. Harrison ◽

John H. Sinard ◽

Michael W. Riben ◽

...

Keyword(s):

Medical Education ◽

Graduate Medical Education ◽

The United States ◽

Residency Programs ◽

Knowledge And Skills ◽

Accreditation Council ◽

Graduate Medical ◽

Pathology Informatics ◽

Informatics Training ◽

Daunting Task

Context.—Recognition of the importance of informatics to the practice of pathology has surged. Training residents in pathology informatics has been a daunting task for most residency programs in the United States because faculty often lacks experience and training resources. Nevertheless, developing resident competence in informatics is essential for the future of pathology as a specialty. Objective.—To develop and deliver a pathology informatics curriculum and instructional framework that guides pathology residency programs in training residents in critical pathology informatics knowledge and skills, and meets Accreditation Council for Graduate Medical Education Informatics Milestones. Design.—The College of American Pathologists, Association of Pathology Chairs, and Association for Pathology Informatics formed a partnership and expert work group to identify critical pathology informatics training outcomes and to create a highly adaptable curriculum and instructional approach, supported by a multiyear change management strategy. Results.—Pathology Informatics Essentials for Residents (PIER) is a rigorous approach for educating all pathology residents in important pathology informatics knowledge and skills. PIER includes an instructional resource guide and toolkit for incorporating informatics training into residency programs that vary in needs, size, settings, and resources. PIER is available at http://www.apcprods.org/PIER (accessed April 6, 2016). Conclusions.—PIER is an important contribution to informatics training in pathology residency programs. PIER introduces pathology trainees to broadly useful informatics concepts and tools that are relevant to practice. PIER provides residency program directors with a means to implement a standardized informatics training curriculum, to adapt the approach to local program needs, and to evaluate resident performance and progress over time.

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Emergency medicine residency programs: the changing face of graduate medical education

International Journal of Medical Education ◽

10.5116/ijme.5a47.8274 ◽

2018 ◽

Vol 9 ◽

pp. 9-10 ◽

Cited By ~ 2

Author(s):

Robyn M. Hoelle ◽

Tami Vega ◽

Zaza Atanelov ◽

Hale Toklu

Keyword(s):

Emergency Medicine ◽

Medical Education ◽

Graduate Medical Education ◽

Residency Programs ◽

Graduate Medical

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Women in Emergency Medicine Residency Programs: An Analysis of Data From Accreditation Council for Graduate Medical Education-approved Residency Programs

AEM Education and Training ◽

10.1002/aet2.10030 ◽

2017 ◽

Vol 1 (3) ◽

pp. 175-178 ◽

Cited By ~ 3

Author(s):

Christian R. DeFazio ◽

Samuel D. Cloud ◽

Christine M. Verni ◽

Jessica M. Strauss ◽

Karen M. Yun ◽

...

Keyword(s):

Emergency Medicine ◽

Medical Education ◽

Graduate Medical Education ◽

Residency Programs ◽

Accreditation Council ◽

Graduate Medical

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Effect of Changes in Graduate Medical Education Funding on Emergency Medicine Residency Programs

Academic Emergency Medicine ◽

10.1111/j.1553-2712.2001.tb00178.x ◽

2001 ◽

Vol 8 (6) ◽

pp. 642-647 ◽

Cited By ~ 1

Author(s):

Latha Stead ◽

Robert W. Schafermeyer ◽

Francis L. Counselman ◽

Paul Blackburn ◽

Debra Perina

Keyword(s):

Emergency Medicine ◽

Medical Education ◽

Graduate Medical Education ◽

Education Funding ◽

Residency Programs ◽

Graduate Medical

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Graduate Medical Education in the United States

JAMA ◽

10.1001/jama.1983.03340120029004 ◽

1983 ◽

Vol 250 (12) ◽

pp. 1541 ◽

Cited By ~ 4

Author(s):

Anne E. Crowley

Keyword(s):

United States ◽

Medical Education ◽

Graduate Medical Education ◽

The United States ◽

Graduate Medical

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Empathy Can Be Taught, and Patients Teach it Best

Journal of Medical Education and Curricular Development ◽

10.1177/23821205211000346 ◽

2021 ◽

Vol 8 ◽

pp. 238212052110003

Author(s):

Sudhagar Thangarasu ◽

Gowri Renganathan ◽

Piruthiviraj Natarajan

Keyword(s):

Medical Education ◽

Graduate Medical Education ◽

Core Competencies ◽

Core Competency ◽

Role Modeling ◽

Residency Programs ◽

Graduate Medical ◽

Mixed Messages ◽

Attending Physicians ◽

Medical Education Curriculum

Empathy toward patients is an essential skill for a physician to deliver the best care for any patient. Empathy also protects the physician from moral injury and decreases the chances for malpractice litigations. The current graduate medical education curriculum allows trainees to graduate without getting focused training to develop empathy as a core competency domain. The tools to measure empathy inherently lack validity. The accurate measure of the provider’s empathy comes from the patient’s perspectives of their experience and their feedback, which is rarely reaching the trainee. The hidden curriculum in residency programs gives mixed messages to trainees due to inadequate role modeling by attending physicians. This narrative style manuscript portrays a teachable moment at the bedside vividly. The teaching team together reflected upon the lack of empathy, took steps to resolve the issue. The attending demonstrated role modeling as an authentic and impactful technique to teach empathy. The conclusion includes a proposal to include the patient’s real-time feedback to trainees as an essential domain under Graduate Medical Education core competencies of professionalism and patient care.

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International Residency Program Evaluation: Assessing the Reliability and Initial Validity of the ACGME-I Resident Survey in Abu Dhabi, United Arab Emirates

Journal of Graduate Medical Education ◽

10.4300/jgme-d-13-00381.1 ◽

2014 ◽

Vol 6 (3) ◽

pp. 517-520 ◽

Cited By ~ 3

Author(s):

Halah Ibrahim ◽

Brenessa Lindeman ◽

Steven A. Matarelli ◽

Satish Chandrasekhar Nair

Keyword(s):

Medical Education ◽

Focus Group ◽

United Arab Emirates ◽

Graduate Medical Education ◽

Residency Program ◽

High Reliability ◽

The United States ◽

Abu Dhabi ◽

Convenience Sample ◽

Graduate Medical

Abstract Background Educators agree on the importance of assessing the quality of graduate medical education. In the United States, the Accreditation Council for Graduate Medical Education (ACGME) resident survey is an important part of the accreditation process, yet some studies have questioned its validity. Objective We assessed the reliability and acceptance of the ACGME-International (ACGME-I) resident survey in the culturally distinct, nonnative English-speaking resident population of Abu Dhabi in the United Arab Emirates. Methods A total of 158 residents in ACGME-I accredited institutions in Abu Dhabi received an online link to the ACGME-I survey. Reliability analysis was conducted using the Cronbach α. A focus group was then held with a convenience sample of 25 residents from different institutions and specialties to understand potential challenges encountered by survey participants. Results Completed surveys were received from 116 residents (73.4%). The 39 items in the survey demonstrated high reliability, with a Cronbach α of 0.918. Of the 5 subscales, 4 demonstrated acceptable to very good reliability, ranging from 0.72 to 0.888. The subscale “resources” had lower reliability at 0.584. Removal of a single item increased the Cronbach α to a near-acceptable score of 0.670. Focus group results indicated that the survey met standards for readability, length, and time for completion. Conclusions The ACGME-I resident survey demonstrates acceptable reliability and validity for measuring the perceptions of residents in an international residency program. The data derived from the survey can offer an important set of metrics for educational quality improvement in the United Arab Emirates.

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