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A Novel Leadership Curriculum for Emergency Medicine Residents
DOI: https://doi.org/10.21980/J81D2SThe goals of this curriculum are to expose Emergency Medicine residents to the basics of leadership, to provide a graduated series of interactive, psychologically safe environments to explore individual leadership styles, to review interesting relevant literature, and to discuss leadership principles and experiences with senior leaders in our Emergency Department.
What You Didn’t Learn in Residency: A Collective Curriculum for New Academic EM Faculty and Fellows
DOI: https://doi.org/10.21980/J8WP9ZThe aim of this curriculum is to develop relevant skills to promote academic success for fellows and first-year faculty at the start of their academic career and which could be completed during a one-year training timeline. We included topics relevant to all fellow and new faculty’s expected personal and professional journey during this first year, including time management, academic productivity, resilience/wellness, and developing a national reputation.
A Guide to the Medical School Curriculum Vitae
DOI: https://doi.org/10.21980/J8HH1SAfter this lecture, learners should be able to: 1) elaborate on the significance of a CV for medical students and discuss its purpose, 2) outline the elements that should and should not be included on a CV, 3) integrate knowledge gleaned from basic principles with provided examples to establish the foundation of their own CV.
Enneagram in EM
DOI: https://doi.org/10.21980/J8ZM0GBy the end of this session, the learner will be able to: 1) Self-identify with a primary enneagram personality type. 2) List the fears, desires, and motivations of the enneagram type. 3) Describe struggles in interacting with other disparate enneagram types. 4) Discuss strategies for success in facing conflict and interacting with other team members.
Breaking Bad News in the Emergency Department
DOI: https://doi.org/10.21980/J81W7HAt the conclusion of these two simulation cases, learners will be able to 1) recognize signs of poor prognosis requiring emergent family notification, 2) take practical steps to contact family using available resources and personnel, 3) establish goals of care through effective family discussion, 4) use a structured approach, such as GRIEV_ING, to deliver bad news to patients’ families, and 5) name the advantages of family-witnessed resuscitation.
A Simulation-Based Curriculum for the Development of Leadership and Communication Skills for Emergency Medicine Residents
DOI: https://doi.org/10.21980/J8R33KThis educational intervention was developed to provide physician learners a safe learning environment to practice critical leadership skills, including overcoming team member limitations, navigating power struggles, addressing team morale, and managing disruptive team members.
Intern Preparedness Curriculum: A comprehensive curriculum to prepare emergency medicine interns for residency
DOI: https://doi.org/10.21980/J8C04HThe primary goal of this curriculum is to teach EM interns critical thinking; clinical decision making; and presentation, communication, documentation and procedural skills. The secondary goal is to identify interns who might not be performing at the expected level for potential early intervention. In addition, we wanted to ensure that all interns have achieved Level 1 milestones in the patient care, systems-based practices, and interpersonal and communication competencies.
The Use of a Social Media Based Curriculum for Newly Matched Interns Transitioning into Emergency Medicine Residency
DOI: https://doi.org/10.21980/J8F92GThis curriculum is designed to bridge this gap by fostering an environment in which incoming interns can communicate, collaborate, and practice clinical reasoning with each other and faculty prior to their arrival in residency. The goals and objectives were tailored to the Accreditation Council for Graduate Medical Education (ACGME) level 1 milestones in patient care. 1) Interpret basic ECGs; 2) Demonstrate ability to interpret basic radiographs; 3) Identify common visual diagnoses; 4) Identify common neurological emergencies on head imaging; 5) Recognize basic airway anatomy; 6) Demonstrate successful application of FOAMed resources to clinical cases; 7) Interpret common ultrasound images; 8) Describe common ED procedures; 9) Demonstrate fundamental knowledge of evidence-based medicine and biostatistics
An OSCE Evaluation Tool for the Assessment of Emergency Medicine Resident Progression Performance of ACGME Patient Case and Interpersonal Communication Milestones
DOI: https://doi.org/10.21980/J8J63ROur goal was to create a standardized OSCE based formative assessment tool that could be deployed with minimal resource utilization. The purpose of our tool is to provide data regarding Emergency Medicine Residents’ performance in ACGME patient care milestones as they progress longitudinally through their residency.