Academic Emergency Medicine Research Articles

Correction to: 2017 ACC/AHA/HRS Guideline for the Evaluation and Management of Patients With Syncope: A Report of the American College of Cardiology/American Heart Association Task Force on Clinical Practice Guidelines and the Heart Rhythm Society.

In the article by Shen et al, “2017 ACC/AHA/HRS Guideline for the Evaluation and Management of Patients With Syncope: A Report of the American College of Cardiology/American Heart Association Task Force on Clinical Practice Guidelines and the Heart Rhythm Society,” which published online March 9, 2017, and appeared in the August 1, 2017, issue of the journal ( Circulation . 2017;136:e60–e122. DOI: 10.1161/CIR.0000000000000499), several corrections were needed. 1. In the table of contents and the corresponding headings in the text, a colon and the word “Recommendations” have been added to headers for the following sections: 3.2., 3.3., 4.1., 4.2., 4.3., 5., 6., and 10. 2. On page e64, in Section 1.2., the first sentence read, “The writing committee was composed of clinicians with expertise in caring for patients with syncope, including cardiologists, electrophysiologists, a neurologist, an emergency physician, and a pediatric cardiologist.” The words “a neurologist” have been deleted. The sentence is updated to read, “The writing committee was composed of clinicians with expertise in caring for patients with syncope, including cardiologists, electrophysiologists, an emergency physician, and a pediatric cardiologist.” 3. On page e64, in Section 1.3., second paragraph, the first sentence read, “This document was approved for publication by the governing bodies of the ACC, AHA, and HRS and was endorsed by the Pediatric and Congenital Electrophysiology Society.” It is updated to read, “This document was approved for publication by the governing …

The Emergency Department's Impact on Inpatient Critical Care Resources.

Critical care is an expensive and limited resource in the United States. Estimates from more than a decade ago suggest that over $100 billion a year is spent on critical care services.1 Over the past two decades, the number of patients presenting to the Emergency Department (ED) requiring critical care services has increased at a much higher rate than the growth in overall ED volume.2,3 The proportion of ED patients requiring Intensive Care Unit (ICU) admission has increased 75% over the first decade of the twenty-first century. In addition to the increase in the absolute number of patients requiring critical care admission, the ED length of stay for critically ill patients increased by 60 minutes. This resulted in a total nationwide increase in critical care provided in the ED by more than threefold. This disproportionate increase in critical care time reflects both the increase in critical care volume and the increase in ED boarding of critically ill patients. Data from 2008 reported the median boarding time for a patient waiting in the ED for an ICU bed was more than 5 hours, and 30% of patients waited more than 6 hours for an ICU bed.2,3 This article is protected by copyright. All rights reserved.

Current Status of Gender and Racial/Ethnic Disparities Among Academic Emergency Medicine Physicians.

A 2010 survey identified disparities in salaries by gender and underrepresented minorities (URM). With an increase in the emergency medicine (EM) workforce since, we aimed to 1) describe the current status of academic EM workforce by gender, race, and rank and 2) evaluate if disparities still exist in salary or rank by gender. Information on demographics, rank, clinical commitment, and base and total annual salary for full-time faculty members in U.S. academic emergency departments were collected in 2015 via the Academy of Administrators in Academic Emergency Medicine (AAAEM) Salary Survey. Multiple linear regression was used to compare salary by gender while controlling for confounders. Response rate was 47% (47/101), yielding data on 1,371 full-time faculty: 33% women, 78% white, 4% black, 5% Asian, 3% Asian Indian, 4% other, and 7% unknown race. Comparing white race to nonwhite, 62% versus 69% were instructor/assistant, 23% versus 20% were associate, and 15% versus 10% were full professors. Comparing women to men, 74% versus 59% were instructor/assistant, 19% versus 24% were associate, and 7% versus 17% were full professors. Of 113 chair/vice-chair positions, only 15% were women, and 18% were nonwhite. Women were more often fellowship trained (37% vs. 31%), less often core faculty (59% vs. 64%), with fewer administrative roles (47% vs. 57%; all p<0.05) but worked similar clinical hours (mean±SD= 1,069±371 hours vs. 1,051±393 hours). Mean overall salary was $278,631 (SD±$68,003). The mean (±SD) salary of women was $19,418 (±$3,736) less than men(p<0.001), even after adjusting for race, region, rank, years of experience, clinical hours, core faculty status, administrative roles, board certification, and fellowship training. In 2015, disparities in salary and rank persist among full-time U.S. academic EM faculty. There were gender and URM disparities in rank and leadership positions. Women earned less than men regardless of rank, clinical hours, or training. Future efforts should focus on evaluating salary data by race and developing systemwide practices to eliminate disparities.

Gender Differences in Language of Standardized Letter of Evaluation Narratives for Emergency Medicine Residency Applicants.

While gender differences in language for letters of recommendation have been identified in other fields, no prior studies have evaluated the narrative portion of the emergency medicine (EM) standardized letter of evaluation (SLOE). We aim to examine the differences in language used to describe male and female applicants within the SLOE narrative. Invited applicants to a 4-year academic EM residency program within a single application year with a SLOE were included in the sample. Exclusion criteria were SLOE of applicants from non-Liaison Committee on Medical Education (LCME) schools or first rotation SLOE not available for download. Data were collected on applicant gender, age, rotation grade, Alpha Omega Alpha designation, and medical school rank. The previously validated Linguistic Inquiry and Word Count (LIWC) program was used to analyze frequency of words within categories relevant to letters of recommendation. Descriptive statistics, t-tests, and chi-square tests were employed in analysis. Of 1,025 applicants within a single application year, 265 were invited to interview; 237 applicants had a first rotation SLOE available for analysis. There were no differences between male and female applicants for baseline characteristics. The median word count per SLOE narrative was 199; within the LIWC dictionary and user-defined categories, words within the categories of affiliation and ability appeared more frequently for female applicants. Our results with respect to the SLOE narrative reinforce prior research that letters of recommendation for female applicants highlight communal characteristics of teamwork, helpfulness, and compassion. Contrary to prior research, ability words highlighting intelligence and skill appeared with greater frequency for female applicants. No pervasive differences were found in other word categories. In this sample, the standardized format of the SLOE resulted in letters that were relatively free of gender bias.

5EMF A Qualitative Investigation of Emergency Department Provider Perspectives on Benzodiazepine-Opioid Co-Prescribing

Benzodiazepines and opioids are prescribed simultaneously (ie, co-prescribed) in many clinical settings, despite guidelines advising against this practice and mounting evidence that concomitant use of both medications increases the risk of overdose. This study sought to qualitatively characterize the contexts in which benzodiazepine-opioid co-prescribing occurs and identify effective strategies for reducing the incidence of this practice. We conducted six one-hour focus group discussions with ED providers (resident and attending physicians, advanced practice providers, and pharmacists; total n=36) from two academic emergency medicine programs (Chicago, IL and Denver, CO) using semi-structured interviews to elicit perspectives on benzodiazepine-opioid co-prescribing. Discussions were audio-recorded and professionally transcribed. Transcripts were content analyzed using a consensual qualitative research approach employing the constant comparative method until thematic saturation was reached. The following major themes emerged: (1) Participants acknowledged co-prescribing rarely and reluctantly, and noted that they provide specific discharge instructions when co-prescribing. (2) The decision to co-prescribe is multifactorial, often isolated to specific clinical and situational contexts (eg, low back pain, failed solitary opioid therapy) and strongly influenced by a provider’s beliefs about the efficacy of combination therapy. These beliefs were shaped by clinical training, local hospital culture, and personal experience. (3) The decision to co-prescribe is further influenced by a self-imposed pressure to escalate therapy or avoid hospital admission, which often outweighed self-acknowledged risks of combination benzodiazepine-opioid therapy. When considering potential interventions to reduce the incidence of co-prescribing, participants opposed computerized order entry alerts but were supportive of pharmacist-assisted interventions at the point of prescribing. Many providers found the process of participating in discussions on opioid prescribing habits with their peers to be intrinsically beneficial. In this qualitative study of ED providers, we found that benzodiazepine-opioid co-prescribing occurs in specific clinical and situational contexts, such as the treatment of low back pain or failed solitary opioid therapy. The decision to co-prescribe is strongly influenced by a provider’s beliefs about the efficacy of combination therapy and by self-imposed pressure to escalate care or avoid admission. Providers were supportive of ED clinical pharmacist involvement in potential interventions to reduce co-prescribing.

Society for Academic Emergency Medicine Statement on Plagiarism.

The integrity of the research enterprise is of the utmost importance for the advancement of safe and effective medical practice for patients and for maintaining the public trust in health care. Academic societies and editors of journals are key participants in guarding scientific integrity. Avoiding and preventing plagiarism helps to preserve the scientific integrity of professional presentations and publications. The Society for Academic Emergency Medicine (SAEM) Ethics Committee discusses current issues in scientific publishing integrity and provides a guideline to avoid plagiarism in SAEM presentations and publications.

380TF The Emergency Medicine Research Rotation

The Residency Review Committee for Emergency Medicine (EM) requires that all residents a scholarly project prior to graduation. This curriculum is intended to provide EM residents with baseline knowledge and skills to design and conduct a research project and to provide protected time for residents to design the scholarly project that they will complete over the remainder of the tenure in residency. At the end of this rotation, the resident will be able to 1) demonstrate proficiency in basic research methodology and study design, 2) formulate a testable research question, 3) construct a study to answer that question, 4) perform a preliminary literature search on the research topic, 5) construct a one-page research proposal document During the beginning of the second post-graduate year (PGY), three residents at a time are scheduled for the research rotation. The rotation takes place over five consecutive weekdays during which residents are free of all clinical duties. Residents use online modules in statistics, epidemiology and research design. They also participate in moderated small-group brainstorming sessions to scope their research question. Experiential learning includes attending a workshop run by medical librarians on searching the literature and using bibliography software and spending a half day enrolling patients in clinical trials with department research associates. Residents are provided with office space and computers and have access to departmental research coordinators. At the end of the curriculum, residents must submit a one-page research proposal document that is graded by departmental research faculty according to a rubric modified from the Society for Academic Emergency Medicine. The rubric includes assessment of the project’s clarity, applicability of methods and metrics, approach, feasibility, significance, innovation and presentation. Residents are also given the opportunity to evaluate the curriculum via an anonymous online survey. Completing a research rotation during the beginning of PGY2 year allows residents time to a scholarly project by graduation. An intensive experience using mixed learning methods introduces tools that residents can reference throughout residency to aid in successful completion of the scholarly project. Residents find the sessions helpful and enjoyable, but the results of the grading rubric demonstrate that residents often develop research projects that are too large in scope to be completed during residency.

Imaging appropriateness in an academic emergency medicine program

IntroductionAs radiologic assessment is a key part in evaluating patients visited in emergency department, this survey was conducted to measure emergency medicine residents’ competency in choosing appropriate diagnostic imaging in different clinical scenarios. MethodsAll emergency medicine residents enrolled in an academic emergency medicine discipline in the three medical universities of Tehran, Iran were recruited. A questionnaire was designed consisting of 10 clinically common scenarios selected from the American College of Radiology appropriateness criteria. Each resident completed the survey separately with answers only given after all residents participated. Results196 residents completed the survey (95% of all residents). The results were stratified by post-graduate year and university. The average number of correct answers was 6.2. First, second and third year residents scored the average of 6.1, 5.8 and 6.5, respectively (P=0.04). The average score of residents from different universities did not differ significantly. ConclusionAccording to the low average score, it is recommended that attentive educational perfections are needed to help residents order more appropriate diagnostic images, which may also be helpful for other healthcare providers. However, it seems that our emergency medicine academic curriculum is relatively efficient to enhance residents’ skills in choosing proper imaging.

Starry Aims to Overcome Knowledge Translation Inertia: The Standards for Reporting Implementation Studies (StaRI) Guidelines.

In 2007, Academic Emergency Medicine hosted a Consensus Conference on “Knowledge Translation in Emergency Medicine” with the objective of identifying high-yield research priorities for the concept of moving from evidence to action.1 Patients often fail to receive care that aligns with quality indicators, and the Institute of Medicine has estimated that on average 17 years pass before just 14% of effective interventions reach the bedside.2-4 Equally important is the concept that de-implementing wasteful, inefficient, or outdated clinical approaches frequently require more time and effort than is available, so the trajectory of bedside decision-making often yields to the status quo.5 This article is protected by copyright. All rights reserved.

Training the trainers: a survey of simulation fellowship graduates

Coupled with the expansion of simulation has been the development and growth of medical simulation fellowships. These non-accredited fellowships do not have a standardized curriculum and there are currently no studies investigating the simulation fellowship experience. The purpose of this study was to explore the simulation fellowship experience of graduates throughout North America and how it prepared them for their post-fellowship career. A web-based survey was developed by Emergency Medicine attending physicians both of whom completed one-year fellowships in medical simulation. Prior to distribution, the survey was reviewed and tested by three simulation fellowship graduates and a PhD researcher. Feedback was integrated into the survey prior to distribution. The survey consisted of a maximum of 29 multiple choice questions including two step-logic questions and two open response questions. The survey was distributed to simulation fellowship directors in multiple disciplines and the directors were asked to forward the survey to graduates. Additionally, the Society for Academic Emergency Medicine Simulation Academy list-serve was utilized for distribution of the survey. The survey had 35 responses. The majority of respondents completed fellowship within the last two years (66%, 23/35). Fellowship graduates strongly agreed or agreed that their fellowship adequately prepared them for their post-fellowship simulation career (88%). Graduates report that research design/reporting (53%) and administration (18%) were areas of their fellowship curriculum that needed the most improvement. The majority of simulation fellowship graduates agreed that their fellowship experience adequately prepared them for their post-fellowship simulation career. Graduates also felt that training in research and administration are areas that could be improved.

Shared Decisionmaking in the Emergency Department: A Guiding Framework for Clinicians

Shared decisionmaking has been proposed as a method to promote active engagement of patients in emergency care decisions. Despite the recent attention shared decisionmaking has received in the emergency medicine community, including being the topic of the 2016 Academic Emergency Medicine Consensus Conference, misconceptions remain in regard to the precise meaning of the term, the process, and the conditions under which it is most likely to be valuable. With the help of a patient representative and an interaction designer, we developed a simple framework to illustrate how shared decisionmaking should be approached in clinical practice. We believe it should be the preferred or default approach to decisionmaking, except in clinical situations in which 3 factors interfere. These 3 factors are lack of clinical uncertainty or equipoise, patient decisionmaking ability, and time, all of which can render shared decisionmaking infeasible. Clinical equipoise refers to scenarios in which there are 2 or more medically reasonable management options. Patient decisionmaking ability refers to a patient's capacity and willingness to participate in his or her emergency care decisions. Time refers to the acuity of the clinical situation (which may require immediate action) and the time that the clinician has to devote to the shared decisionmaking conversation. In scenarios in which there is only one medically reasonable management option, informed consent is indicated, with compassionate persuasion used as appropriate. If time or patient capacity is lacking, physician-directed decisionmaking will occur. With this framework as the foundation, we discuss theprocess of shared decisionmaking and how it can be used in practice. Finally, we highlight 5 common misconceptions in regard to shared decisionmaking in the ED. With an improved understanding of shared decisionmaking, this approach should be used to facilitate the provision of high-quality, patient-centered emergency care.

PGY 3 Chief Residents in a 4-Year Emergency Medicine Residency Training Program: A Unique Paradigm.

Emergency medicine (EM) chief residents are traditionally drawn from the most-senior class of residents. Our training program's chief residency structure is, to our knowledge, unique in that it is the only 4-year EM training program to select PGY 3 residents as chief residents. This structure allows PGY 4 residents enrolled in a 4-year curriculum to focus their final year of residency training on their professional development and on laying a foundation for a career in academic EM while unencumbered with the responsibilities of chief residency. Conventional thinking holds that the most senior individual is the most capable of serving in a leadership role as chief resident; our experience has shown, however, that selecting chief residents from the PGY 3 class of a 4-year residency program is not only feasible and well received by our residents, our residency training program, and our department, but is invaluable to the development of all individuals in the PGY 4 class regardless of whether or not they served as a chief resident. We recommend that 4-year EM residency training programs in development as well as 4-year programs that currently use-or plan to incorporate-longitudinal academic development or track systems consider this model.

LO15: Not a hobby anymore: Establishment of the Global Health Emergency Medicine organization at the University of Toronto to facilitate academic careers in global health for faculty and residents

Introduction/Innovation Concept: Demand for training in global health emergency medicine (EM) practice and education across Canada is high and increasing. For faculty with advanced global health EM training, EM departments have not traditionally recognized global health as an academic niche warranting support. To address these unmet needs, expert faculty at the University of Toronto (UT) established the Global Health Emergency Medicine (GHEM) organization to provide both quality training opportunities for residents and an academic home for faculty in the field of global health EM. Methods: Six faculty with training and experience in global health EM founded GHEM in 2010 at a UT teaching hospital, supported by the leadership of the ED chief and head of the Divisions of EM. This initial critical mass of faculty formed a governing body, seed funding was granted from the affiliated hospital practice plan and a five-year strategic academic plan was developed. Curriculum, Tool, or Material: GHEM has flourished at UT with growing membership and increasing academic outputs. Five governing members and 9 general faculty members currently run 18 projects engaging over 60 faculty and residents. Formal partnerships have been developed with institutions in Ethiopia, Congo and Malawi, supported by five granting agencies. Fifteen publications have been authored to date with multiple additional manuscripts currently in review. Nineteen FRCP and CCFP-EM residents have been mentored in global health clinical practice, research and education. Finally, GHEM’s activities have become a leading recruitment tool for both EM postgraduate training programs and the EM department. Conclusion: GHEM is the first academic EM organization in Canada to meet the ever-growing demand for quality global health EM training and to harness and support existing expertise among faculty. The productivity from this collaborative framework has established global health EM at UT as a relevant and sustainable academic career. GHEM serves as a model for other faculty and institutions looking to move global health EM practice from the realm of ‘hobby’ to recognized academic endeavor, with proven academic benefits conferring to faculty, trainees and the institution.

CAEP 2016 Academic Symposium: How to have an impact as an emergency medicine educator and scholar.

In a time of major medical education transformation, emergency medicine (EM) needs to nurture education scholars who will influence EM education practice. However, the essential ingredients to ensure a career with impact in EM education are not clear. To describe how to prepare EM educators for a high-impact career. The Canadian Association of Emergency Physicians (CAEP) Academic Section commissioned an "Education Impact" working group (IWG) to guide the creation of consensus recommendations from the EM community. EM educators from across Canada were initially recruited from the networks of the IWG members, and additional educators were recruited via snowball sampling. "High impact educators" were nominated by this network. The high impact educators were then interviewed using a structured question guide. These interviews were transcribed and coded for themes using qualitative methods. The process continued until no new themes were identified. Proposed themes and recommendations were presented to the EM community at the CAEP 2016 Academic Symposium. Feedback was then incorporated into a final set of recommendations. Fifty-five (71%) of 77 of identified Canadian EM educators participated, and 170 names of high impact educators were submitted and ranked by frequency. The IWG achieved sufficiency of themes after nine interviews. Five recommendations were made: 1) EM educators can pursue a high impact career by leveraging either traditional or innovative career pathways; 2) EM educators starting their education careers should have multiple senior mentors; 3) Early-career EM educators should immerse themselves in their area of interest and cultivate a community of practice, not limited to EM; 4) Every academic EM department and EM teaching site should have access to an EM educator with protected time and recognition for their EM education scholarship; and 5) Educators at all stages should continuously compile an impact portfolio. We describe a unique set of recommendations to develop educators who will influence EM, derived from a consensus from the EM community. EM leaders, educators, and aspiring educational scholars should consider how to implement this guide towards enhancing our specialty's educational mission.

What's the Evidence: Self-Assessment Implications for Life-Long Learning in Emergency Medicine

BackgroundThe 2012 Academic Emergency Medicine Consensus Conference, “Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success” noted that emergency medicine (EM) educators often rely on theory and tradition when molding their approaches to teaching and learning, and called on the EM education community to advance the teaching of our specialty through the performance and application of research in teaching and assessment methods, cognitive function, and the effects of education interventions. ObjectiveThe purpose of this article was to review the research-based evidence for the effectiveness of self-assessment and to provide suggestions for its use in clinical teaching and practice in EM. DiscussionThis article reviews hypothesis-testing research related to self-assessment behaviors and learning. Evidence indicates that self-assessment is inherently flawed when used in isolation. We review a multi-dimensional approach to informed self-assessment that can serve as the basis for life-long learning and development. ConclusionsAdvancing EM education will require that high-quality education research results be translated into actual curricular, pedagogical, assessment, and professional development changes. The informed self-assessment framework is a method that is applicable to teaching and practice in EM.

Global Health and Emergency Care: Defining Clinical Research Priorities.

Despite recent strides in the development of global emergency medicine (EM), the field continues to lag in applying a scientific approach to identifying critical knowledge gaps and advancing evidence-based solutions to clinical and public health problems seen in emergency departments (EDs) worldwide. Here, progress on the global EM research agenda created at the 2013 Academic Emergency Medicine Global Health and Emergency Care Consensus Conference is evaluated and critical areas for future development in emergency care research internationally are identified. A retrospective review of all studies compiled in the Global Emergency Medicine Literature Review (GEMLR) database from 2013 through 2015 was conducted. Articles were categorized and analyzed using descriptive quantitative measures and structured data matrices. The Global Emergency Medicine Think Tank Clinical Research Working Group at the Society for Academic Emergency Medicine 2016 Annual Meeting then further conceptualized and defined global EM research priorities utilizing consensus-based decision making. Research trends in global EM research published between 2013 and 2015 show a predominance of observational studies relative to interventional or descriptive studies, with the majority of research conducted in the inpatient setting in comparison to the ED or prehospital setting. Studies on communicable diseases and injury were the most prevalent, with a relative dearth of research on chronic noncommunicable diseases. The Global Emergency Medicine Think Tank Clinical Research Working Group identified conceptual frameworks to define high-impact research priorities, including the traditional approach of using global burden of disease to define priorities and the impact of EM on individual clinical care and public health opportunities. EM research is also described through a population lens approach, including gender, pediatrics, and migrant and refugee health. Despite recent strides in global EM research and a proliferation of scholarly output in the field, further work is required to advocate for and inform research priorities in global EM. The priorities outlined in this paper aim to guide future research in the field, with the goal of advancing the development of EM worldwide.

Comparison of Male vs Female Resident Milestone Evaluations by Faculty During Emergency Medicine Residency Training

Although implicit bias in medical training has long been suspected, it has been difficult to study using objective measures, and the influence of sex and gender in the evaluation of medical trainees is unknown. The emergency medicine (EM) milestones provide a standardized framework for longitudinal resident assessment, allowing for analysis of resident performance across all years and programs at a scope and level of detail never previously possible. To compare faculty-observed training milestone attainment of male vs female residency training. This multicenter, longitudinal, retrospective cohort study took place at 8 community and academic EM training programs across the United States from July 1, 2013, to July 1, 2015, using a real-time, mobile-based, direct-observation evaluation tool. The study examined 33 456 direct-observation subcompetency evaluations of 359 EM residents by 285 faculty members. Milestone attainment for male and female EM residents as observed by male and female faculty throughout residency and analyzed using multilevel mixed-effects linear regression modeling. A total of 33 456 direct-observation evaluations were collected from 359 EM residents (237 men [66.0%] and 122 women [34.0%]) by 285 faculty members (194 men [68.1%] and 91 women [31.9%]) during the study period. Female and male residents achieved similar milestone levels during the first year of residency. However, the rate of milestone attainment was 12.7% (0.07 levels per year) higher for male residents through all of residency (95% CI, 0.04-0.09). By graduation, men scored approximately 0.15 milestone levels higher than women, which is equivalent to 3 to 4 months of additional training, given that the average resident gains approximately 0.52 levels per year using our model (95% CI, 0.49-0.54). No statistically significant differences in scores were found based on faculty evaluator gender (effect size difference, 0.02 milestone levels; 95% CI for males, -0.09 to 0.11) or evaluator-evaluatee gender pairing (effect size difference, -0.02 milestone levels; 95% CI for interaction, -0.05 to 0.01). Although male and female residents receive similar evaluations at the beginning of residency, the rate of milestone attainment throughout training was higher for male than female residents across all EM subcompetencies, leading to a gender gap in evaluations that continues until graduation. Faculty should be cognizant of possible gender bias when evaluating medical trainees.

A report on the International Conference in Emergency Medicine and Public Health: Qatar 2016

Journal of Paramedic PracticeVol. 9, No. 3 Conference ReportA report on the International Conference in Emergency Medicine and Public Health: Qatar 2016Relevance to pre-hospital and paramedic practiceAnup Mathai, Saleem Farook, Guillaume Alinier, Sameer Pathan, Mohammed ShariffAnup MathaiSearch for more papers by this author, Saleem FarookSearch for more papers by this author, Guillaume AlinierSearch for more papers by this author, Sameer PathanSearch for more papers by this author, Mohammed ShariffSearch for more papers by this authorAnup Mathai; Saleem Farook; Guillaume Alinier; Sameer Pathan; Mohammed ShariffPublished Online:14 Mar 2017https://doi.org/10.12968/jpar.2017.9.3.98AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Bernstein E, Goldfrank LR, Kellerman AL, Hargarten SW, Jui J, Fish SS, Herbert BH, Flores C, Caravati ME, Krishel S et al. (1994) A Public Health Approach to Emergency Medicine: preparing for the twenty-first century. Academic Emergency Medicine. 1(3):277–86 Crossref, Google ScholarBernstein SL and Haukoos JS (2008) Public Health, Prevention, and Emergency Medicine: A Critical Juxtaposition. Academic Emergency Medicine. 15: 190–3. Crossref, Google Scholarder Heide, E. A. (2006). The importance of evidence-based disaster planning. Annals of emergency medicine, 47(1), 34–49 Crossref, Google ScholarJEMTAC. Special issue of International Conference in Emergency Medicine and Public Health – Qatar. Journal of Emergency Medicine, Trauma and Acute Care. http://www.qscience.com/toc/jemtac/2016/2 (accessed 4 January, 2017) Google ScholarQatar National Vision 2030. http://www.mdps.gov.qa/en/qnv1/pages/default.aspx (accessed 4 January 2017) Google ScholarICEP-Q. International Conference in Emergency Medicine and Public Health – Qatar 2016. https://www.hamad.qa/EN/All-Events/EMC5/Pages/default.aspx (accessed 4 January 2017) Google ScholarManoj BS and Baker AH (2007) Communication challenges in emergency response. Communications of the ACM. 50(3): 51–3 Crossref, Google ScholarRawls CG and Turnquist MA (2010) Pre-positioning of emergency supplies for disaster response. Transportation research part B: Methodological. 44(4): 521–34 Crossref, Google ScholarShah Y, Alinier G and Pillay Y (2016) Clinical handover between paramedics and emergency department staff: SBAR and IMIST-AMBO acronyms. International Paramedic Practice. 6(2): 37–44 Link, Google Scholar FiguresReferencesRelatedDetails 2 March 2017Volume 9Issue 3ISSN (print): 1759-1376ISSN (online): 2041-9457 Metrics History Published online 14 March 2017 Published in print 2 March 2017 Information© MA Healthcare LimitedPDF download

Faculty Mentoring Practices in Academic Emergency Medicine.

Mentoring is considered a fundamental component of career success and satisfaction in academic medicine. However, there is no national standard for faculty mentoring in academic emergency medicine (EM) and a paucity of literature on the subject. The objective was to conduct a descriptive study of faculty mentoring programs and practices in academic departments of EM. An electronic survey instrument was sent to 135 department chairs of EM in the United States. The survey queried faculty demographics, mentoring practices, structure, training, expectations, and outcome measures. Chi-square and Wilcoxon rank-sum tests were used to compare metrics of mentoring effectiveness(i.e., number of publications and National Institutes of Health [NIH] funding) across mentoring variables of interest. Thirty-nine of 135 departments completed the survey, with a heterogeneous mix of faculty classifications. While only 43.6% of departments had formal mentoring programs, many augmented faculty mentoring with project or skills-based mentoring (66.7%), peer mentoring (53.8%), and mentoring committees (18%). Although the majority of departments expected faculty to participate in mentoring relationships, only half offered some form of mentoring training. The mean number of faculty publications per department per year was 52.8, and 11 departments fell within the top 35 NIH-funded EM departments. There was an association between higher levels of perceived mentoring success and both higher NIH funding (p=0.022) and higher departmental publications rates (p=0.022). In addition, higher NIH funding was associated with mentoring relationships that were assigned (80%), self-identified (20%), or mixed (22%; p=0.026). Our findings help to characterize the variability of faculty mentoring in EM, identify opportunities for improvement, and underscore the need to learn from other successful mentoring programs. This study can serve as a basis to share mentoring practices and stimulate conversation around strategies to improve faculty mentoring in EM.

An Environmental Scan of Academic Emergency Medicine at the 17 Canadian Medical Schools: Why Does this Matter to Emergency Physicians? - CORRIGENDUM.

An Environmental Scan of Academic Emergency Medicine at the 17 Canadian Medical Schools: Why Does this Matter to Emergency Physicians? - CORRIGENDUM.