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Gottlieb M, Coates WC. A guide to creating a high-quality cover letter. AEM Educ Train 2024; 8:e10988. [PMID: 38693935 PMCID: PMC11058675 DOI: 10.1002/aet2.10988] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2024] [Revised: 03/24/2024] [Accepted: 03/25/2024] [Indexed: 05/03/2024]
Affiliation(s)
- Michael Gottlieb
- Department of Emergency MedicineRush University Medical CenterChicagoIllinoisUSA
| | - Wendy C. Coates
- Department of Emergency MedicineUniversity of CaliforniaLos AngelesCaliforniaUSA
- Geffen School of MedicineLos AngelesCaliforniaUSA
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Coates WC. Everything in Moderation: How to Lead Scholarly Sessions at Academic and Scientific Meetings. Acad Med 2024; 99:469. [PMID: 38015995 DOI: 10.1097/acm.0000000000005553] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/30/2023]
Abstract
Presenters share emerging scholarship at scientific meetings as oral or poster presentations. While there is ample direction for presenters, moderators, who are overarching content experts that lead the sessions, also need guidance.1,2 The approach to moderating an academic session presented below enables presenters and audiences to engage in meaningful discourse and moderators to keep abreast of the latest developments in their academic areas.
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Affiliation(s)
- Wendy C Coates
- professor, Department of Emergency Medicine, David Geffen School of Medicine at UCLA
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3
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Coates WC, Sims L. An Achilles Tendinopathy Educational Intervention for Generalist Physicians Raises Awareness and Improves Knowledge for Treating Ballet Dancers. J Dance Med Sci 2024:1089313X241238814. [PMID: 38497501 DOI: 10.1177/1089313x241238814] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/19/2024]
Abstract
BACKGROUND Achilles tendinopathy can be a devastating condition in ballet dancers. Initial medical evaluation is frequently conducted by generalist physicians, who may lack the perspective of dance and sports medicine focused training and often prescribe complete rest for chronic overuse injuries. In order to provide targeted information about Achilles tendinopathy and the unique needs of elite athletes, such as ballet dancers, we designed an educational intervention that covers relevant anatomy, physiology, biomechanics, clinical presentation and evaluation, and recommendations for initial treatment and sub-specialty referral. The objectives of this study were to determine baseline understanding of Achilles tendinopathy by generalist physicians and to evaluate the efficacy of an educational intervention on their knowledge. METHODS This was a prospective pre- post-test study, to measure improvement in knowledge about Achilles tendinopathy. Emergency Medicine and Primary Care physicians participated in an educational intervention with didactic and hands-on components. Data were analyzed using a two-tailed t-test. RESULTS Twenty generalist physicians participated. There was significant improvement in their knowledge of Achilles tendinopathy for all our educational objectives (Pre-test: 59% correct answers; post-test: 79% correct answers; P < .0001; 95% CI: 6.32-10.78.). CONCLUSIONS A brief educational intervention leads to increased knowledge of Achilles tendinopathy in generalist physicians. By increasing awareness of Achilles tendinopathy through a standard educational model, we propose that our curriculum can be portable and accessible to all health care providers who encounter dancers and other athletes with Achilles tendinopathy and may serve as a model for expanded education to generalists about other conditions commonly encountered in ballet dancers.
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Affiliation(s)
- Wendy C Coates
- David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA, USA
| | - Leroy Sims
- National Basketball Association, New York, NY, USA
- Mills-Peninsula Emergency Medical Associates, CA, USA
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4
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Love JN, Messman AM, Ilgen JS, Merritt C, Coates WC, Ander DS, Way DP. Development and Validation of a Scoring Rubric for Editorial Evaluation of Peer-review Quality: A Pilot Study. West J Emerg Med 2024; 25:254-263. [PMID: 38596927 PMCID: PMC11000557 DOI: 10.5811/westjem.18432] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2023] [Revised: 12/01/2023] [Accepted: 12/07/2023] [Indexed: 04/11/2024] Open
Abstract
Introduction Despite the importance of peer review to publications, there is no generally accepted approach for editorial evaluation of a peer review's value to a journal editor's decision-making. The graduate medical education editors of the Western Journal of Emergency Medicine Special Issue in Educational Research & Practice (Special Issue) developed and studied the holistic editor's scoring rubric (HESR) with the objective of assessing the quality of a review and an emphasis on the degree to which it informs a holistic appreciation for the submission under consideration. Methods Using peer-review guidelines from several journals, the Special Issue's editors formulated the rubric as descriptions of peer reviews of varying degree of quality from the ideal to the unacceptable. Once a review was assessed by each editor using the rubric, the score was submitted to a third party for blinding purposes. We compared the performance of the new rubric to a previously used semantic differential scale instrument. Kane's validity framework guided the evaluation of the new scoring rubric around three basic assumptions: improved distribution of scores; relative consistency rather than absolute inter-rater reliability across editors; and statistical evidence that editors valued peer reviews that contributed most to their decision-making. Results Ninety peer reviews were the subject of this study, all were assessed by two editors. Compared to the highly skewed distribution of the prior rating scale, the distribution of the new scoring rubric was bell shaped and demonstrated full use of the rubric scale. Absolute agreement between editors was low to moderate, while relative consistency between editor's rubric ratings was high. Finally, we showed that recommendations of higher rated peer reviews were more likely to concur with the editor's formal decision. Conclusion Early evidence regarding the HESR supports the use of this instrument in determining the quality of peer reviews as well as its relative importance in informing editorial decision-making.
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Affiliation(s)
- Jeffrey N. Love
- Georgetown University School of Medicine, Department of Emergency Medicine, Washington, District of Columbia
| | - Anne M. Messman
- Wayne State University, Department of Emergency Medicine, Detroit, Michigan
| | - Jonathan S. Ilgen
- University of Washington, Department of Emergency Medicine, Seattle, Washington
| | - Chris Merritt
- Alpert Medical School of Brown University, Department of Emergency Medicine, Providence, Rhode Island
- Alpert Medical School of Brown University, Department of Pediatrics & Emergency Medicine, Providence, Rhode Island
| | - Wendy C. Coates
- David Geffen School of Medicine at UCLA, Department of Emergency Medicine, Los Angeles, California
| | - Douglas S. Ander
- Emory University, Department of Emergency Medicine, Atlanta, Georgia
| | - David P. Way
- Ohio State University College of Medicine, Department of Emergency Medicine, Columbus, Ohio
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Villa S, Caretta‐Weyer H, Yarris LM, Clarke SO, Coates WC, Sokol KA, Jurvis A, Papanagnou D, Ahn J, Hillman E, Camejo M, Deiorio N, Fischer KM, Wolff M, Estes M, Dimeo S, Jordan J. Development of entrustable professional activities for emergency medicine medical education fellowships: A modified Delphi study. AEM Educ Train 2024; 8:e10944. [PMID: 38504805 PMCID: PMC10950010 DOI: 10.1002/aet2.10944] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Revised: 10/17/2023] [Accepted: 12/05/2023] [Indexed: 03/21/2024]
Abstract
Background It is essential that medical education (MedEd) fellows achieve desired outcomes prior to graduation. Despite the increase in postgraduate MedEd fellowships in emergency medicine (EM), there is no consistently applied competency framework. We sought to develop entrustable professional activities (EPAs) for EM MedEd fellows. Methods From 2021 to 2022, we used a modified Delphi method to achieve consensus for EPAs. EM education experts generated an initial list of 173 EPAs after literature review. In each Delphi round, panelists were asked to make a binary choice of whether to include the EPA. We determined an inclusion threshold of 70% agreement a priori. After the first round, given the large number of EPAs meeting inclusion threshold, panelists were instructed to vote whether each EPA should be included in the "20 most important" EPAs for a MedEd fellowship. Modifications were made between rounds based on expert feedback. We calculated descriptive statistics. Results Seventeen experts completed four Delphi rounds each with 100% response. After Round 1, 87 EPAs were eliminated and two were combined. Following Round 2, 46 EPAs were eliminated, seven were combined, and three were included in the final list. After the third round, one EPA was eliminated and 13 were included. After the fourth round, 11 EPAs were eliminated. The final list consisted of 16 EPAs in domains of career development, education theory and methods, research and scholarship, and educational program administration. Conclusions We developed a list of 16 EPAs for EM MedEd fellowships, the first step in implementing competency-based MedEd.
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Affiliation(s)
- Stephen Villa
- UCLA Department of Emergency MedicineUCLA David Geffen School of MedicineLos AngelesCaliforniaUSA
| | - Holly Caretta‐Weyer
- Department of Emergency MedicineStanford University School of MedicinePalo AltoCaliforniaUSA
| | | | - Samuel O. Clarke
- Department of Emergency MedicineUC Davis Health SystemSacramentoCaliforniaUSA
| | - Wendy C. Coates
- Harbor–UCLA Department of Emergency MedicineUCLA Geffen School of MedicineLos AngelesCaliforniaUSA
| | - Kimberly A. Sokol
- Department of Emergency MedicineKaweah Health Medical CenterVisaliaCaliforniaUSA
| | - Amanda Jurvis
- Department of Emergency MedicineHennepin HealthcareMinneapolisMinnesotaUSA
| | - Dimitrios Papanagnou
- Department of Emergency MedicineSidney Kimmel Medical College at Thomas Jefferson UniversityPhiladelphiaPennsylvaniaUSA
| | - James Ahn
- Section of Emergency MedicineUniversity of ChicagoChicagoIllinoisUSA
| | - Emily Hillman
- Department of Emergency MedicineUniversity Health‐Truman Medical Center, University of Missouri–Kansas City School of MedicineKansas CityMissouriUSA
| | - Melanie Camejo
- Department of Emergency MedicineUniversity Health‐Truman Medical Center, University of Missouri–Kansas City School of MedicineKansas CityMissouriUSA
| | - Nicole Deiorio
- Virginia Commonwealth University School of MedicineVirginia Commonwealth Department of Emergency MedicineRichmondVirginiaUSA
| | - Kathryn M. Fischer
- Department of Emergency MedicineBaylor College of MedicineHoustonTexasUSA
| | - Meg Wolff
- Department of Emergency MedicineUniversity of Michigan Medical SchoolAnn ArborMichiganUSA
| | - Molly Estes
- Department of Emergency MedicineLoma Linda University School of MedicineLoma LindaCaliforniaUSA
| | - Sara Dimeo
- Department of Emergency MedicineUniversity of South Carolina School of Medicine GreenvilleGreenvilleSouth CarolinaUSA
- Present address:
Dignity Health East Valley Emergency Medicine Residency ProgramChandlerAZUSA
| | - Jaime Jordan
- UCLA Department of Emergency MedicineUCLA David Geffen School of MedicineLos AngelesCaliforniaUSA
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Krzyzaniak SM, Coates WC, Gottlieb M. A guide to creating an educator's portfolio for the 21st century. AEM Educ Train 2024; 8:e10931. [PMID: 38343630 PMCID: PMC10858327 DOI: 10.1002/aet2.10931] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 09/14/2023] [Accepted: 11/04/2023] [Indexed: 02/16/2024]
Abstract
An educator's portfolio is (EP) a collection of materials for demonstrating and assessing a clinician educator's performance and perspective. Although not all academic institutions require faculty to maintain an EP, it can serve as a valuable tool for both personal reflection and professional advancement. With newer advancements in technology and social media, there are also opportunities to enhance the EP for the digital era. This educator's blueprint highlights eight strategies for creating an EP for the 21st century clinician educator: use your educator's philosophy to introduce and anchor your EP, apply broad definitions of scholarship, include pertinent metrics for all scholarly products, describe mentorship activities, incorporate self-assessment and the assessments from others, report comprehensive accounting of presentations, highlight leadership activities, and utilize technology to facilitate dissemination and sharing of your EP.
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Affiliation(s)
- Sara M. Krzyzaniak
- Department of Emergency MedicineStanford UniversityPalo AltoCaliforniaUSA
| | - Wendy C. Coates
- Department of Emergecy MedicineUniversity of California Los AngelesLos AngelesCaliforniaUSA
| | - Michael Gottlieb
- Department of Emergency MedicineRush University Medical CenterChicagoIllinoisUSA
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7
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Love JN, Merritt C, Ilgen JS, Messman AM, Way DP, Ander DS, Coates WC. A Collaborative Approach to Mentored Peer Reviews Sponsored by the Council of Residency Directors in Emergency Medicine. West J Emerg Med 2024; 25:111-116. [PMID: 38205992 PMCID: PMC10777179 DOI: 10.5811/westjem.61488] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2023] [Revised: 08/21/2023] [Accepted: 08/23/2023] [Indexed: 01/12/2024] Open
Abstract
Introduction Historically, there have been no systematic programs for teaching peer review, leaving trainees to learn by trial and error. Recently, a number of publications have advocated for programs where experienced reviewers mentor trainees to more efficiently acquire this knowledge. Objective Our goal was to develop an introductory learning experience that intentionally fosters peer-review skills. Methods The Council of Residency Directors in Emergency Medicine (CORD) offered education fellowship directors the opportunity to mentor their fellows by reviewing submitted manuscript(s) supplemented by educational material provided by their journal. Reviews were collaboratively created. The decision letter that was sent to manuscript authors was also sent to the mentees; it included all reviewers' and editor's comments, as feedback. In 2022, fellows received a post-experience survey regarding prior experiences and their perspectives of the mentored peer-review experience. Results From 2020-2022, participation grew from 14 to 30 education fellowships, providing 76 manuscript peer reviews. The 2022 survey-response rate of 87% (20/23) revealed that fellows were inexperienced in education scholarship prior to participation: 30% had authored an education paper, and 10% had performed peer review of an education manuscript. Overall, participants were enthusiastic about the program and anxious to participate the following year. In addition, participants identified a number of benefits of the mentored experience including improved understanding of the scholarship process; informing fellows' scholarly pursuits; improved conceptualization of concepts learned elsewhere in training; and learning through exposure to scholarship. Conclusion This program's early findings suggest that collaboration between academic societies and interested graduate medical education faculty has the potential to formalize the process of learning peer review, benefitting all involved stakeholders.
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Affiliation(s)
- Jeffrey N. Love
- Georgetown University School of Medicine, Department of Emergency Medicine, Washington, DC
| | - Chris Merritt
- Brown University, Alpert Medical School, Department of Emergency Medicine, Providence, Rhode Island
| | - Jonathan S. Ilgen
- University of Washington, Department of Emergency Medicine, Seattle, Washington
| | - Anne M. Messman
- Wayne State University, Department of Emergency Medicine, Detroit, Michigan
| | - David P. Way
- Ohio State University College of Medicine, Department of Emergency Medicine, Columbus, Ohio
| | - Douglas S. Ander
- Emory University, Department of Emergency Medicine, Atlanta, Georgia
| | - Wendy C. Coates
- University of California: Los Angeles, David Geffen School of Medicine, Department of Emergency Medicine, Los Angeles, California
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Landry A, Coates WC, Gottlieb M. A primer on writing a narrative letter of recommendation for medical students applying to residency. AEM Educ Train 2023; 7:e10896. [PMID: 37485472 PMCID: PMC10357260 DOI: 10.1002/aet2.10896] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2023] [Revised: 05/28/2023] [Accepted: 06/20/2023] [Indexed: 07/25/2023]
Affiliation(s)
- Adaira Landry
- Department of Emergency MedicineBrigham and Women's Hospital, Harvard Medical SchoolBostonMassachusettsUSA
| | - Wendy C. Coates
- Department of Emergency MedicineHarbor–UCLA Medical Center, University of California, Los Angeles, David Geffen School of Medicine at UCLALos AngelesCaliforniaUSA
| | - Michael Gottlieb
- Department of Emergency MedicineRush University Medical CenterChicagoIllinoisUSA
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9
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Gottlieb M, Kline JA, Schneider AJ, Coates WC. ChatGPT and conversational artificial intelligence: Ethics in the eye of the beholder. Am J Emerg Med 2023:S0735-6757(23)00317-0. [PMID: 37380584 DOI: 10.1016/j.ajem.2023.06.023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Accepted: 06/13/2023] [Indexed: 06/30/2023] Open
Affiliation(s)
- Michael Gottlieb
- Department of Emergency Medicine, Rush University Medical Center, Chicago, IL, United States of America.
| | - Jeffrey A Kline
- Department of Emergency Medicine, Wayne State University School of Medicine, Detroit, MI, United States of America.
| | | | - Wendy C Coates
- Department of Emergency Medicine, University of California, Los Angeles, David Geffen School of Medicine, Los Angeles, CA, United States of America.
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10
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Rotoli J, Poffenberger C, Backster A, Sapp R, Modi P, Stehman CR, Mirus C, Johnson L, Siegelman JN, Coates WC. From inequity to access: Evidence-based institutional practices to enhance care for individuals with disabilities. AEM Educ Train 2023; 7:S5-S14. [PMID: 37383833 PMCID: PMC10294210 DOI: 10.1002/aet2.10871] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2022] [Revised: 12/31/2022] [Accepted: 01/11/2023] [Indexed: 06/30/2023]
Abstract
People with disabilities experience barriers to care in all facets of health care, from engaging with the provider in a clinical setting (attitudinal and communication barriers) to navigating a large institution in a complex health care environment (organizational and environmental barriers), culminating in significant health care disparities. Institutional policy, culture, and physical layout may be inadvertently fostering ableism, which can perpetuate health care inaccessibility and health disparities in the disability community. Here, we present evidence-based interventions at the provider and institutional levels to accommodate patients with hearing, vision, and intellectual disabilities. Institutional barriers can be met with strategies of universal design (i.e., accessible exam rooms and emergency alerts), maximizing electronic medical record accessibility/visibility, and institutional policy development to recognize and reduce discrimination. Barriers at the provider level can be met with dedicated training on care of patients with disabilities and implicit bias training specific to the surrounding patient demographics. Such efforts are crucial to ensuring equitable access to quality care for these patients.
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Affiliation(s)
| | | | | | - Richard Sapp
- Massachusetts General HospitalBostonMassachusettsUSA
| | - Payal Modi
- UMass Memorial Medical CenterWorcesterMassachusettsUSA
| | - Christine R. Stehman
- University of Illinois College of Medicine–Peoria/OSF HealthcarePeoriaIllinoisUSA
| | - Carl Mirus
- UT Southwestern Medical CenterDallasTexasUSA
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Gottlieb M, Kline JA, Schneider AJ, Coates WC. ChatGPT and conversational artificial intelligence: Friend, foe, or future of research? Am J Emerg Med 2023; 70:81-83. [PMID: 37229893 DOI: 10.1016/j.ajem.2023.05.018] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2023] [Revised: 05/01/2023] [Accepted: 05/12/2023] [Indexed: 05/27/2023] Open
Abstract
Artificial intelligence (AI) and machine learning are increasingly utilized across healthcare. More recently, there has been a rise in the use AI within research, particularly through novel conversational AI platforms, such as ChatGPT. In this Controversies paper, we discuss the advantages, limitations, and future directions for ChatGPT and other forms of conversational AI in research and scholarly dissemination.
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Affiliation(s)
- Michael Gottlieb
- Department of Emergency Medicine, Rush University Medical Center, Chicago, IL, United States of America.
| | - Jeffrey A Kline
- Department of Emergency Medicine, Wayne State University School of Medicine, Detroit, MI, United States of America.
| | | | - Wendy C Coates
- Department of Emergency Medicine, University of California, David Geffen School of Medicine, Los Angeles, CA, United States of America
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12
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Gottlieb M, Chan TM, Sebok‐Syer SS, Krzyzaniak S, Dubosh NM, Santen S, Caretta‐Weyer H, Yarris L, Coates WC. The next generation of researchers: One-year outcome data from the SAEM Advanced Research Methodology Evaluation and Design in Medical Education (ARMED MedEd) program. AEM Educ Train 2022; 6:e10818. [PMID: 36562028 PMCID: PMC9763966 DOI: 10.1002/aet2.10818] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Revised: 09/22/2022] [Accepted: 10/10/2022] [Indexed: 06/17/2023]
Abstract
Introduction As the field of medical education evolves, there is a need to increase the quality of education scholarship and develop a cadre of research scholars; however, clinician educators (CEs) considering this career transition have limited formal training in education research methodology to heed this call. Therefore, a program that provides more advanced training in education scholarship for CEs without the financial and resource barriers of fellowships and masters programs is needed. Methods The SAEM Advanced Research Methodology Evaluation and Design in Medical Education (ARMED MedEd) program is a longitudinal program for the beyond-beginner CE, seeking advanced training in education research. The program was created using a comprehensive needs assessment and included longitudinal training; small-group projects; dedicated project mentors; and integrated diversity, equity, and inclusion initiatives. Program participants applied for a grant upon program completion. Results Twenty-one participants completed the course with 100% completing the baseline survey and 67% (14/21) completing the end-of-program survey. Participants reported improved perception of knowledge across all of the topics with a medium to large effect size, ranging from 0.40 to 0.62. When asked about impact on their network of potential collaborators, participants reported a median of 7 (interquartile range [IQR] 5-8) out of 9. When asked about the impact on their community of practice, participants reported a median of 7 (IQR 5-7) out of 9. When asked about the impact on their professional identity, participants reported a median of 7 (IQR 4-9) out of 9. Participants also reported an increase in both the quantity (mean of 2 ± 1 new mentors) and the quality (median score 7 [IQR 5-8] out of 9) of new research mentorship as a result of the program. Open-ended feedback was generally positive, with 100% reporting they would advise others to take this program. Conclusions The SAEM ARMED MedEd program represents a proof of concept for an advanced education research program seeking to fill the research training gap for the beyond-beginner Clinician educators.
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Affiliation(s)
- Michael Gottlieb
- Department of Emergency MedicineRush University Medical CenterChicagoIllinoisUSA
| | - Teresa M. Chan
- Division of Emergency Medicine, Department of MedicineMcMaster UniversityHamiltonOntarioCanada
| | | | - Sara Krzyzaniak
- Department of Emergency MedicineStanford UniversityPalo AltoCaliforniaUSA
| | - Nicole M. Dubosh
- Department of Emergency MedicineBeth Israel Deaconess Medical Center/Harvard Medical SchoolBostonMassachusettsUSA
| | - Sally Santen
- Department of Emergency MedicineVirginia Commonwealth UniversityRichmondVirginiaUSA
| | | | - Lalena Yarris
- Department of Emergency MedicineOregon Health & Science UniversityPortlandOregonUSA
| | - Wendy C. Coates
- Department of Emergency MedicineUniversity of California, Los Angeles Geffen School of MedicineLos AngelesCaliforniaUSA
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13
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Rotoli JM, Backster A, Poffenberger C, Coates WC. Promoting Access and Equity: A Historical Perspective of Healthcare Access for People With Disabilities. Cureus 2022; 14:e31594. [DOI: 10.7759/cureus.31594] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/16/2022] [Indexed: 11/18/2022] Open
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14
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Landry A, Coates WC, Gottlieb M. Creating a high-quality personal statement for residency application: A guide for medical students and mentors. AEM Educ Train 2022; 6:e10797. [PMID: 36189451 PMCID: PMC9460964 DOI: 10.1002/aet2.10797] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Revised: 06/14/2022] [Accepted: 07/22/2022] [Indexed: 06/16/2023]
Affiliation(s)
- Adaira Landry
- Department of Emergency MedicineBrigham and Women's Hospital, Harvard Medical SchoolBostonMassachusettsUSA
| | - Wendy C. Coates
- Department of Emergency Medicine, Harbor‐UCLA Medical CenterUniversity of California, Los Angeles, David Geffen School of Medicine at UCLALos AngelesCaliforniaUSA
| | - Michael Gottlieb
- Department of Emergency MedicineRush University Medical CenterChicagoIllinoisUSA
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Pandit K, Coates WC, Diercks D, Gupta S, Siegelman J. Faculty Development for Academic Emergency Physicians: A Focus Group Analysis. Cureus 2022; 14:e27596. [PMID: 36059367 PMCID: PMC9436480 DOI: 10.7759/cureus.27596] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/02/2022] [Indexed: 11/26/2022] Open
Abstract
Objectives: The objective is to explore academic emergency medicine physicians’ exposure to and needs regarding faculty development. Methods: We conducted a prospective qualitative study of Society for Academic Emergency Medicine members in 2018 using focus groups selected by convenience and snowball sampling. One facilitator ensured representative engagement and responses were transcribed in real-time by an assistant after obtaining verbal consent. Results were analyzed using a grounded theory approach with a constructivist perspective. Thematic analysis was refined using the constant comparative method. Results: Sixteen physicians participated in the focus groups, representing a diverse group of perspectives. Six themes emerged about unmet needs in faculty development: knowledge and skills, relationships, specific programs or resources, and professional benefits. Conclusions: Members of a national academic society identified three areas of focus important to developing academicians in emergency medicine: content for faculty developers, relationship-building among members, and support from the organization as a “professional home.” Academic societies can use this to guide future programming.
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Poffenberger CM, Coates WC, Backster A, Rotoli J. Making emergency medicine accessible for all: The what, why, and how of providing accommodations for learners and physicians with disabilities. AEM Educ Train 2022; 6:S71-S76. [PMID: 35783083 PMCID: PMC9222867 DOI: 10.1002/aet2.10752] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2021] [Revised: 01/22/2022] [Accepted: 01/31/2022] [Indexed: 06/15/2023]
Abstract
Individuals with disabilities comprise a substantial portion of the U.S. population but make up only a small subset of medical students and health care providers. Both the Association of American Medical Colleges and the Accreditation Council for Graduate Medical Education have called for increased diversity in the physician workforce, to more closely represent the U.S. patient population and provide culturally effective care. Yet the barriers to disclosure and inclusion for individuals with disabilities in health care are significant, including attitudinal barriers such as stigma and bias, organizational barriers in policies and procedures, and environmental barriers such as resources and physical space. Lack of experience providing accommodations and a lack of knowledge of both what is legally required and what is possible also prevent programs from creating access. Realizing inclusion for individuals with disabilities in a diverse workforce requires emergency medicine programs to be proactive and deliberate in their approach to recruiting, accommodating, and retaining students, residents, and faculty with disabilities. Such efforts are likely to provide benefits that extend beyond those who receive the accommodations.
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Affiliation(s)
| | - Wendy C. Coates
- Harbor–UCLA Department of Emergency MedicineUniversity of CaliforniaLos Angeles David Geffen School of MedicineLos AngelesCaliforniaUSA
| | - Anika Backster
- Department of Emergency MedicineEmory School of MedicineEmory UniversityAtlantaGeorgiaUSA
| | - Jason Rotoli
- Department of Emergency MedicineUniversity of RochesterRochesterNew YorkUSA
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Gottlieb M, Chan TM, Yarris LM, Linden JA, Coates WC. Promotion and tenure letters: A guide for faculty. AEM Educ Train 2022; 6:e10759. [PMID: 35707393 PMCID: PMC9178369 DOI: 10.1002/aet2.10759] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2022] [Revised: 04/13/2022] [Accepted: 04/18/2022] [Indexed: 06/03/2023]
Abstract
Promotion and tenure (P&T) letters are a key component of the academic advancement portfolio. Despite their importance, many faculty are not trained to write these letters and there is limited literature describing the approach and key components. This paper reviews the role of P&T letters and provides general guidelines for writers. We present a step-by-step guide, which includes how to respond to requests, the role of institutional guidelines, providing context to the letter, evaluating candidates, and delivering an overall recommendation. Finally, we discuss current controversies in P&T letters. This paper is intended to help novice and more experienced writers to enhance their P&T letters, while also helping applicants for promotion understand what is being asked of their letter writers.
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Affiliation(s)
- Michael Gottlieb
- Department of Emergency MedicineRush University Medical CenterChicagoIllinoisUSA
| | - Teresa M. Chan
- Divisions of Emergency Medicine and Education and InnovationDepartment of MedicineFaculty of Health SciencesMcMaster UniversityHamiltonOntarioCanada
| | - Lalena M. Yarris
- Department of Emergency MedicineOregon Health & Science UniversityPortlandOregonUSA
| | - Judith A. Linden
- Department of Emergency MedicineBoston University School of MedicineBostonMassachusettsUSA
| | - Wendy C. Coates
- Department of Emergency MedicineGeffen School of MedicineUniversity of California at Los AngelesLos AngelesCaliforniaUSA
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Chan TM, Jordan J, Clarke SO, Lawson L, Coates WC, Yarris LM, Santen SA, Gottlieb M. Beyond the CLAIM: A comprehensive needs assessment strategy for creating an Advanced Medical Education Research Training Program (ARMED-MedEd). AEM Educ Train 2022; 6:e10720. [PMID: 35233477 PMCID: PMC8863356 DOI: 10.1002/aet2.10720] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Revised: 12/15/2021] [Accepted: 12/20/2021] [Indexed: 05/15/2023]
Abstract
BACKGROUND The health professions education (HPE) landscape has shifted substantively with increasing professionalization of research and scholarship. Clinician educators seeking to become competitive in this domain often pursue fellowships and master's degrees in HPE, but there are few resources for the continuing professional development (CPD) of those who seek to continue developing their scholarly practice within HPE. Acknowledging the multiple players in this landscape, the authors sought to design a new "beyond beginners" HPE research program using a novel needs assessment planning process. METHODS The authors developed and conducted a new three-phase, five-step process that sets forth a programmatic approach to conducting a needs assessment for a CPD course in HPE research. The five steps of the CLAIM method are: Competitive analysis, Literature review with thematic analysis, Ask stakeholders, Internal review by experts, and Mapping of a curriculum. These steps are organized into three phases (Discovery, Convergence, and Synthesis). RESULTS Over a 12-month period, the authors completed a comprehensive needs assessment. The CLAIM process revealed that longitudinal digital connection, diverse and in depth exposure to HPE research methods, skills around scholarly publishing, and leadership and management of research would be beneficial to our design. CONCLUSIONS The CLAIM method provided scaffolding to help the authors create a robust curriculum that adopts a scholarly approach for developing a HPE research course. This needs assessment methodology may be useful in other CPD contexts.
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Affiliation(s)
- Teresa M. Chan
- Division of Emergency Medicine, Department of MedicineDivision of Education & Innovation, Department of MedicineOffice of Continuing Professional Development, Faculty of Health SciencesMcMaster UniversityHamiltonOntarioCanada
| | - Jaime Jordan
- David Geffen School of Medicine at UCLADepartment of Emergency Medicine and Associate Residency DirectorDepartment of Emergency MedicineUCLA Ronald Reagan Medical CenterLos AngelesCaliforniaUSA
| | - Samuel O. Clarke
- Department of Emergency MedicineUniversity of California at DavisDavisCaliforniaUSA
| | - Luan Lawson
- Emergency Medicine and Associate Dean of Curriculum Innovation in Medical EducationBrody School of MedicineEast Carolina UniversityGreenvilleNorth CarolinaUSA
| | - Wendy C. Coates
- Emergency Medicine, David Geffen School of Medicine at UCLA/Harbor‐UCLA Emergency MedicineUniversity of CaliforniaLos AngelesCaliforniaUSA
| | - Lalena M. Yarris
- Department of Emergency MedicineOregon Health & Science University in PortlandPortlandOregonUSA
| | - Sally A. Santen
- Emergency MedicineVirginia Commonwealth University School of MedicineRichmondVirginiaUSA
| | - Michael Gottlieb
- Department of Emergency MedicineRush University Medical CenterChicagoIllinoisUSA
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Coates WC, Yarris LM, Smith TY. Planning for diverse, equitable, inclusive research in health professions education: An integral thread in the ARMED MedEd research course. AEM Educ Train 2021; 5:S82-S86. [PMID: 34616978 PMCID: PMC8480509 DOI: 10.1002/aet2.10667] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2021] [Revised: 04/26/2021] [Accepted: 04/28/2021] [Indexed: 06/13/2023]
Abstract
Racism in medicine affects patients, trainees, and practitioners and contributes to health care inequities. An effective strategy to actively oppose the structural racism ingrained in the fabric of medicine is to intentionally and systematically address diversity, equity, and inclusion (DEI) in medical education and research. As part of ARMED MedEd, a new longitudinal cohort course in advanced research methods in medical education, sponsored by the Society for Academic Emergency Medicine, the leadership team deliberately included a nested DEI curriculum. The goal of the DEI curriculum is to reduce bias in development, recruitment, and implementation of education research studies to promote equity and inclusion in medical education, research, and ultimately, patient care. A team of medical educators with expertise in DEI developed curricular elements focusing on DEI in education research. The two major components are a didactic curriculum (including implicit bias training) to teach researchers to consider equity as they design studies and a consultative service to refine research protocols to address lingering unintended bias. A dedicated focus on DEI can be incorporated into an advanced education research methodology course to raise awareness and provide tools to avoid bias in research design and implementation of interventions. Over time, the network of education researchers who are trained in DEI awareness will grow and provide equitable offerings to their learners to mitigate health inequities.
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Affiliation(s)
- Wendy C. Coates
- University of California, Los Angeles David Geffen School of MedicineHarbor–UCLA Department of Emergency MedicineLos AngelesCaliforniaUSA
| | - Lalena M. Yarris
- Department of Emergency MedicineOregon Health & Sciences UniversityPortlandOregonUSA
| | - Teresa Y. Smith
- The State University of New York Downstate Health Sciences UniversityBrooklynNew YorkUSA
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Coates WC, Jordan J, Clarke SO. A practical guide for conducting qualitative research in medical education: Part 2-Coding and thematic analysis. AEM Educ Train 2021; 5:e10645. [PMID: 34585038 PMCID: PMC8457700 DOI: 10.1002/aet2.10645] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/23/2021] [Accepted: 05/04/2021] [Indexed: 06/13/2023]
Abstract
An organized and rigorous approach to analyzing qualitative data can yield important insights into the intricacies of human behavior and can answer "how" and "why" questions. One process of coding interview responses from study subjects using grounded theory with a constructivist approach is outlined and applied to an example study. The emergent themes can provide insight to medical educators to create interventions that optimize the learning environment. For researchers, they may generate hypotheses to study by quantitative analysis.
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Affiliation(s)
- Wendy C. Coates
- University of California, Los Angeles, David Geffen School of Medicine at UCLALos AngelesCaliforniaUSA
- Department of Emergency MedicineHarbor–UCLA Medical CenterTorranceCaliforniaUSA
| | - Jaime Jordan
- University of California, Los Angeles, David Geffen School of Medicine at UCLALos AngelesCaliforniaUSA
- Department of Emergency MedicineRonald Reagan UCLA Medical CenterLos AngelesCaliforniaUSA
| | - Samuel O. Clarke
- Department of Emergency MedicineUniversity of California, Davis Health SystemSacramentoCaliforniaUSA
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Jordan J, Hopson LR, Molins C, Bentley SK, Deiorio NM, Santen SA, Yarris LM, Coates WC, Gisondi MA. Leveling the field: Development of reliable scoring rubrics for quantitative and qualitative medical education research abstracts. AEM Educ Train 2021; 5:e10654. [PMID: 34485805 PMCID: PMC8391983 DOI: 10.1002/aet2.10654] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/07/2021] [Revised: 07/05/2021] [Accepted: 07/16/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Research abstracts are submitted for presentation at scientific conferences; however, criteria for judging abstracts are variable. We sought to develop two rigorous abstract scoring rubrics for education research submissions reporting (1) quantitative data and (2) qualitative data and then to collect validity evidence to support score interpretation. METHODS We used a modified Delphi method to achieve expert consensus for scoring rubric items to optimize content validity. Eight education research experts participated in two separate modified Delphi processes, one to generate quantitative research items and one for qualitative. Modifications were made between rounds based on item scores and expert feedback. Homogeneity of ratings in the Delphi process was calculated using Cronbach's alpha, with increasing homogeneity considered an indication of consensus. Rubrics were piloted by scoring abstracts from 22 quantitative publications from AEM Education and Training "Critical Appraisal of Emergency Medicine Education Research" (11 highlighted for excellent methodology and 11 that were not) and 10 qualitative publications (five highlighted for excellent methodology and five that were not). Intraclass correlation coefficient (ICC) estimates of reliability were calculated. RESULTS Each rubric required three rounds of a modified Delphi process. The resulting quantitative rubric contained nine items: quality of objectives, appropriateness of methods, outcomes, data analysis, generalizability, importance to medical education, innovation, quality of writing, and strength of conclusions (Cronbach's α for the third round = 0.922, ICC for total scores during piloting = 0.893). The resulting qualitative rubric contained seven items: quality of study aims, general methods, data collection, sampling, data analysis, writing quality, and strength of conclusions (Cronbach's α for the third round = 0.913, ICC for the total scores during piloting = 0.788). CONCLUSION We developed scoring rubrics to assess quality in quantitative and qualitative medical education research abstracts to aid in selection for presentation at scientific meetings. Our tools demonstrated high reliability.
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Affiliation(s)
- Jaime Jordan
- Department of Emergency MedicineDavid Geffen School of Medicine at UCLALos AngelesCaliforniaUSA
- Department of Emergency MedicineRonald Reagan UCLA Medical CenterLos AngelesCaliforniaUSA
| | - Laura R. Hopson
- Department of Emergency MedicineUniversity of MichiganAnn ArborMichiganUSA
| | | | | | - Nicole M. Deiorio
- Virginia Commonwealth University School of MedicineRichmondVirginiaUSA
| | - Sally A. Santen
- Virginia Commonwealth University School of MedicineRichmondVirginiaUSA
- University of Cincinnati College of MedicineCincinnatiOhioUSA
| | - Lalena M. Yarris
- Department of Emergency MedicineOregon Health & Science UniversityPortlandOregonUSA
| | - Wendy C. Coates
- Department of Emergency MedicineDavid Geffen School of Medicine at UCLALos AngelesCaliforniaUSA
| | - Michael A. Gisondi
- Department of Emergency MedicineStanford UniversityPalo AltoCaliforniaUSA
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Clarke SO, Coates WC, Jordan J. A practical guide for conducting qualitative research in medical education: Part 3-Using software for qualitative analysis. AEM Educ Train 2021; 5:e10644. [PMID: 34589659 PMCID: PMC8457694 DOI: 10.1002/aet2.10644] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Revised: 06/14/2021] [Accepted: 06/30/2021] [Indexed: 06/13/2023]
Abstract
The process of performing qualitative analysis can be a daunting task. Technology can be employed to ease the burden of the work; however, the researcher may not fully appreciate how and when computer software can assist in conducting qualitative analysis. In this, the third installment of our "how-to" series on qualitative research methods, we describe basic concepts and approaches to using both simple word processing programs and specific qualitative research software programs to assist in coding and analysis. We hope that the concepts put forth in this paper will help qualitative researchers become more familiar with available technological approaches and that they will, in turn, enhance the efficiency of the research process as well as the depth, clarity and richness of research findings.
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Affiliation(s)
- Samuel O. Clarke
- Department of Emergency MedicineUniversity of California, Davis Health SystemSacramentoCaliforniaUSA
| | - Wendy C. Coates
- Department of Emergency MedicineUniversity of California, Los Angeles, David Geffen School of Medicine at UCLALos AngelesCaliforniaUSA
- Department of Emergency MedicineHarbor–UCLA Medical CenterTorranceCaliforniaUSA
| | - Jaime Jordan
- Department of Emergency MedicineUniversity of California, Los Angeles, David Geffen School of Medicine at UCLALos AngelesCaliforniaUSA
- Department of Emergency MedicineRonald Reagan UCLA Medical CenterLos AngelesCaliforniaUSA
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Gottlieb M, Promes SB, Coates WC. A guide to creating a high-quality curriculum vitae. AEM Educ Train 2021; 5:e10717. [PMID: 34977445 PMCID: PMC8678947 DOI: 10.1002/aet2.10717] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Revised: 11/08/2021] [Accepted: 11/30/2021] [Indexed: 06/03/2023]
Affiliation(s)
- Michael Gottlieb
- Department of Emergency MedicineRush University Medical CenterChicagoIllinoisUSA
| | - Susan B. Promes
- Department of Emergency MedicinePenn State Health SystemHersheyPennsylvaniaUSA
| | - Wendy C. Coates
- Department of Emergency MedicineUCLA David Geffen School of MedicineLos AngelesCaliforniaUSA
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Li‐Sauerwine S, Rebillot K, Chung AS, Coates WC, Shah S, Yarris LM. Moving beyond personal factors: A national study of wellness interventions in emergency medicine residency programs. AEM Educ Train 2021; 5:e10690. [PMID: 34693184 PMCID: PMC8513675 DOI: 10.1002/aet2.10690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2021] [Revised: 06/18/2021] [Accepted: 07/06/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND In 2017, the Accreditation Council for Graduate Medical Education (ACGME) revised its Common Program Requirements to support trainees and faculty by mandating programs to provide dedicated wellness resources and education. Emergency medicine may benefit from this change due to high burnout rates within the specialty. However, the current state of wellness interventions in emergency medicine (EM) residency programs has not yet been well described. Understanding current practices is necessary to assess unmet needs and inform the development and evaluation of future interventions that aim to improve trainee wellness. OBJECTIVES The goal of this study was to describe currently implemented wellness interventions in EM residency programs. METHODS This descriptive study surveyed 250 ACGME-accredited EM residency programs between March 1 and June 1, 2020, regarding wellness interventions. The survey included demographic questions; structured multiple-choice questions about cost, frequency, and champions; and free-text response options to briefly describe interventions. Respondents were also asked to classify the interventions according to the seven factors described in the National Academy of Medicine Model of Clinician Well-Being and Resilience. RESULTS Ninety of 250 (36% response rate) residency programs participated, describing 162 unique wellness interventions. Respondents classified the majority of interventions (n = 136) as targeting personal factors according to the National Academy of Medicine model. Qualitative analysis revealed five major themes describing the interventions: program culture, program factors, environmental and clinical factors, wellness activities and practices, and wellness resources. CONCLUSIONS Results of this survey may help to inform a national needs assessment addressing the current state of wellness interventions in EM residency programs. Our results highlight the need for more interventions targeting external factors impacting resident wellness.
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Affiliation(s)
| | - Katie Rebillot
- Department of Emergency MedicineLAC+USC Medical CenterLos AngelesCaliforniaUSA
| | - Arlene S. Chung
- Department of Emergency MedicineMaimonides Medical CenterBrooklynNew YorkUSA
| | - Wendy C. Coates
- UCLA David Geffen School of MedicineLos AngelesCaliforniaUSA
| | - Sneha Shah
- Department of Emergency MedicineMaimonides Medical CenterBrooklynNew YorkUSA
| | - Lalena M. Yarris
- Department of Emergency MedicineOregon Health & Science UniversityPortlandOregonUSA
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Jordan J, Clarke SO, Coates WC. A practical guide for conducting qualitative research in medical education: Part 1-How to interview. AEM Educ Train 2021; 5:e10646. [PMID: 34471795 PMCID: PMC8325517 DOI: 10.1002/aet2.10646] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Revised: 04/08/2021] [Accepted: 04/29/2021] [Indexed: 06/13/2023]
Affiliation(s)
- Jaime Jordan
- Department of Emergency MedicineUniversity of California, Los Angeles, David Geffen School of Medicine at UCLALos AngelesCaliforniaUSA
- Department of Emergency MedicineRonald Reagan UCLA Medical CenterLos AngelesCaliforniaUSA
| | - Samuel O. Clarke
- Department of Emergency MedicineUniversity of California, Davis Health SystemSacramentoCaliforniaUSA
| | - Wendy C. Coates
- Department of Emergency MedicineUniversity of California, Los Angeles, David Geffen School of Medicine at UCLALos AngelesCaliforniaUSA
- Department of Emergency MedicineHarbor–UCLA Medical CenterTorranceCaliforniaUSA
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Jordan J, Coates WC, Gottlieb M, Soares WE, Shah KH, Love JN. The Impact of a Medical Education Research Faculty Development Program on Career Development, Through the Lens of Social Cognitive Career Theory. AEM Educ Train 2021; 5:e10565. [PMID: 34124511 PMCID: PMC8171782 DOI: 10.1002/aet2.10565] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/02/2020] [Revised: 11/23/2020] [Accepted: 11/24/2020] [Indexed: 06/12/2023]
Abstract
OBJECTIVES The Medical Education Research Certificate at the Council of Residency Directors in Emergency Medicine (MERC at CORD), a specialized adaptation of the Association of American Medical Colleges MERC program, provides faculty development in education research in emergency medicine. However, its long-term influence on career development remains unknown. Our study explored the impact of MERC at CORD on career development through the lens of social cognitive career (SCC) theory. METHODS This was a prospective qualitative study using a constructivist/interpretivist paradigm to assess long-term career development outcomes. A purposeful randomized stratified sampling strategy of MERC at CORD graduates (2011-2014) ensured diversity of representation (sex, region, number of research publications, and project group leadership). Subjects were invited by e-mail to participate in semistructured phone interviews. Thematic analysis by two independent reviewers followed an iterative process until saturation was reached. RESULTS Twelve graduates were interviewed. All engaged with MERC at CORD early in their careers with minimal previous education research experience. Currently, all hold medical education leadership positions. Graduates had a mean of 19.3 publications (range = 9-43). Themes explaining reasons for participating in MERC at CORD include: desire for education research skills, recommendation of mentors/colleagues, and accessibility. Themes citing the program's value to career development include networking/collaboration, mentorship, informational framework to build upon, and the application of theoretical knowledge through experiential learning. MERC at CORD impacted career development aligning with the core domains of SCC theory including self-efficacy, outcome expectations, and goals. CONCLUSION MERC at CORD enhanced the long-term career development of participants by providing a core knowledge framework in a mentored, experiential learning environment. Participants identified themes aligned with SCC theory as influential in their long-term career advancement in medical education including the development of education research skills, successful completion of education research, career acceleration, promotion, niche development, and formulation of professional goals.
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Affiliation(s)
- Jaime Jordan
- From theDepartment of Emergency MedicineDavid Geffen School of Medicine at UCLALos AngelesCAUSA
| | - Wendy C. Coates
- From theDepartment of Emergency MedicineDavid Geffen School of Medicine at UCLALos AngelesCAUSA
| | - Michael Gottlieb
- theDepartment of Emergency MedicineRush University Medical CenterChicagoILUSA
| | - William E. Soares
- theDepartment of Emergency MedicineInstitute of Healthcare Delivery and Population ScienceUniversity of Massachusetts Medical School‐BaystateSpringfieldMAUSA
| | - Kaushal H. Shah
- theDepartment of Emergency MedicineWeill Cornell Medical SchoolNew YorkNYUSA
| | - Jeffrey N. Love
- and theDepartment of Emergency MedicineGeorge Washington University, and Georgetown UniversityWashingtonDCUSA
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Chung A, Mott S, Rebillot K, Li-Sauerwine S, Shah S, Coates WC, Yarris LM. Wellness Interventions in Emergency Medicine Residency Programs: Review of the Literature Since 2017. West J Emerg Med 2020; 22:7-14. [PMID: 33439796 PMCID: PMC7806318 DOI: 10.5811/westjem.2020.11.48884] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2020] [Accepted: 11/28/2020] [Indexed: 01/01/2023] Open
Abstract
Introduction Recent research demonstrates burnout prevalence rates as high as 76% in emergency medicine (EM) residents. In 2017 the Accreditation Council for Graduate Medical Education (ACGME) required that all training programs provide dedicated wellness education for their trainees as a requirement for accreditation. We aimed to conduct a systematic review of published wellness interventions conducted in EM residency programs following the implementation of the 2017 ACGME Common Program Requirements change in order to characterized published intervention and evaluate their effectiveness. Methods We applied a published approach to conducting systematic reviews of the medical education literature. We performed a search of the literature from January 1, 2017–February 1, 2020. Studies were included for final review if they described a specific intervention and reported outcomes with the primary goal of improving EM resident wellness. Outcomes were characterized using the Kirkpatrick training evaluation model. Results Eight of 35 identified studies met inclusion criteria. Most described small convenience samples of EM residents from single training programs and used the satisfaction rates of participants as primary outcome data. Only quantitative assessment methods were used. Studies addressed only a limited number of factors affecting resident wellness. The majority of interventions focused on personal factors, although a few also included sociocultural factors and the learning and practice environment. Conclusion There is a relative dearth of literature in the area of research focused on interventions designed to improve EM resident wellness. Furthermore, the studies we identified are narrow in scope, involve relatively few participants, and describe programmatic changes of limited variety. Future directions include an increase and emphasis on multi-institutional studies, randomized controlled trials, qualitative methodology, and opportunities for funded research.
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Affiliation(s)
- Arlene Chung
- Maimonides Medical Center, Department of Emergency Medicine, Brooklyn, New York
| | - Sarah Mott
- Emergency Care Consultants, Minneapolis, Minnesota
| | - Katie Rebillot
- LAC + USC Medical Center, Department of Emergency Medicine, Los Angeles, California
| | | | - Sneha Shah
- Maimonides Medical Center, Department of Emergency Medicine, Brooklyn, New York
| | - Wendy C Coates
- UCLA David Geffen School of Medicine, Department of Emergency Medicine, Los Angeles, California
| | - Lalena M Yarris
- Oregon Health & Science University, Department of Emergency Medicine, Portland, Oregon
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Giordano NJ, Alanis N, Frey JA, Hall GL, Coates WC. The Fine Balance: Adapting Clinical Research Into COVID-19 Response. Acad Emerg Med 2020; 27:767-770. [PMID: 32557907 PMCID: PMC7323078 DOI: 10.1111/acem.14059] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2020] [Revised: 06/09/2020] [Accepted: 06/09/2020] [Indexed: 11/30/2022]
Affiliation(s)
- Nicholas J. Giordano
- From the Department of Emergency Medicine Harvard Medical SchoolMassachusetts General Hospital Boston MA
| | - Naomi Alanis
- the Department of Emergency Medicine Integrative Emergency Services, TCU and UNTHSC School of Medicine Fort Worth TX
| | - Jennifer A. Frey
- the Department of Emergency Medicine The Ohio State University Columbus OH
| | - Grace L. Hall
- the Divisions of Trauma and Emergency Medicine Department of Surgery Duke University School of Medicine Durham NC
| | - Wendy C. Coates
- and the Department of Emergency Medicine Los Angeles David Geffen School of Medicine University of California Los Angeles CA
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Santen SA, Ryan MS, Coates WC. What Can a Pandemic Teach Us About Competency-based Medical Education? AEM Educ Train 2020; 4:301-305. [PMID: 32704603 PMCID: PMC7369495 DOI: 10.1002/aet2.10473] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2020] [Revised: 05/07/2020] [Accepted: 05/08/2020] [Indexed: 06/09/2023]
Affiliation(s)
- Sally A. Santen
- Virginia Commonwealth University School of MedicineRichmondVA
| | - Michael S. Ryan
- Virginia Commonwealth University School of MedicineRichmondVA
| | - Wendy C. Coates
- Harbor‐UCLA Medical CenterTorranceCA
- David Geffen School of Medicine at University of California, Los AngelesLos AngelesCA
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Coates WC. The 2020 COVID-19 Pandemic: Front-line Perspectives Through Different Lenses. AEM Educ Train 2020; 4:179-180. [PMID: 32704582 PMCID: PMC7369482 DOI: 10.1002/aet2.10471] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/06/2020] [Accepted: 05/06/2020] [Indexed: 06/11/2023]
Affiliation(s)
- Wendy C. Coates
- Department of Emergency Medicine Harbor‐UCLADavid Geffen School of MedicineUniversity of CaliforniaLos AngelesCA
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Kline JA, Burton JH, Carpenter CR, Meisel ZF, Miner JR, Newgard CD, Quest T, Martin IB, Holmes JF, Kaji AH, Bird SB, Coates WC, Lall MD, Mills AM, Ranney ML, Wolfe RE, Dorner SC. Unconditional Care in Academic Emergency Departments. Acad Emerg Med 2020; 27:527-528. [PMID: 32407561 PMCID: PMC7272880 DOI: 10.1111/acem.14010] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2020] [Revised: 05/08/2020] [Accepted: 05/08/2020] [Indexed: 11/30/2022]
Affiliation(s)
- Jeffrey A. Kline
- From the Indiana University School of Medicine Indianapolis IN USA
| | - John H. Burton
- Virginia Tech Carillion School of Medicine Roanoke VA USA
| | | | | | | | | | - Tammie Quest
- Emory University School of Medicine Atlanta GA USA
| | - Ian B.K. Martin
- Medical College of Wisconsin School of Medicine Milwaukee WI USA
| | - James F. Holmes
- University of California Davis School of Medicine Sacramento CA USA
| | - Amy H. Kaji
- Harbor‐UCLA Medical Center David Geffen School of Medicine University of California Los AngelesTorrance CA USA
| | - Steven B. Bird
- University of Massachusetts Medical Center Worcester MA USA
| | - Wendy C. Coates
- Harbor‐UCLA Medical Center David Geffen School of Medicine University of California Los AngelesTorrance CA USA
| | | | - Angela M. Mills
- Columbia University Vagelos College of Physicians and Surgeons New York NY USA
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Gottlieb M, Chan TM, Clarke SO, Ilgen JS, Jordan J, Moschella P, Santen SA, Yarris LM, Coates WC. Emergency Medicine Education Research Since the 2012 Consensus Conference: How Far Have We Come and What's Next? AEM Educ Train 2020; 4:S57-S66. [PMID: 32072108 PMCID: PMC7011414 DOI: 10.1002/aet2.10404] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2019] [Revised: 10/14/2019] [Accepted: 10/24/2019] [Indexed: 05/03/2023]
Abstract
In 2012, the Society for Academic Emergency Medicine convened a consensus conference on the state of medical education research with goals of defining and advancing a future research agenda. Since that time, emergency medicine (EM) education research has grown significantly. A task force of EM education experts was assembled and sought to understand the current state of EM education research and future directions. Among the advances are increases in medical education fellowships, advanced degree and certification programs, faculty development programs, publication venues, and funding. These findings are discussed in light of the prior objectives from the 2012 consensus conference, and recommendations for future directions are provided.
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Affiliation(s)
- Michael Gottlieb
- Department of Emergency MedicineRush University Medical CenterChicagoIL
| | - Teresa M. Chan
- Division of Emergency MedicineDepartment of MedicineMcMaster UniversityHamiltonOntarioCanada
| | - Samuel O. Clarke
- Department of Emergency MedicineUniversity of California–DavisSacramentoCA
| | | | - Jaime Jordan
- Department of Emergency MedicineRonald Reagan UCLA Medical CenterLos AngelesCA
| | | | - Sally A. Santen
- Department of Emergency MedicineVirginia Commonwealth University School of MedicineRichmondVA
| | - Lalena M. Yarris
- Department of Emergency MedicineOregon Health & Science UniversityPortlandOR
| | - Wendy C. Coates
- Department of Emergency MedicineRonald Reagan UCLA Medical CenterLos AngelesCA
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Coates WC, Yarris LM, Clarke SO, Runde DP, Fowlkes E, Kurth J, Jordan J. In reply. Ann Emerg Med 2019; 74:825-826. [PMID: 31779961 DOI: 10.1016/j.annemergmed.2019.07.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2019] [Indexed: 11/25/2022]
Affiliation(s)
- Wendy C Coates
- Department of Emergency Medicine, Los Angeles County Harbor-UCLA Medical Center, Torrance, CA; David Geffen School of Medicine at UCLA, Los Angeles, CA
| | - Lalena M Yarris
- Department of Emergency Medicine, Oregon Health & Science University, Portland, OR
| | - Samuel O Clarke
- Department of Emergency Medicine, University of California, Davis School of Medicine, Sacramento, CA
| | | | | | - Jacqueline Kurth
- Department of Emergency Medicine, UCLA Ronald Reagan/Olive View, Los Angeles, CA
| | - Jaime Jordan
- David Geffen School of Medicine at UCLA, Los Angeles, CA; Department of Emergency Medicine, UCLA Ronald Reagan/Olive View, Los Angeles, CA
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Kindermann D, Coates WC, Deiorio N, Collins RW, Mattu A, Cheaito MA, Lotfipour S, Kazzi A. Couples Match in Emergency Medicine. J Emerg Med 2019; 58:e39-e42. [PMID: 31594742 DOI: 10.1016/j.jemermed.2019.07.020] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2019] [Accepted: 07/20/2019] [Indexed: 11/18/2022]
Abstract
The Match is a daunting process for everyone, but it can be exceedingly more complicated for couples. Accordingly, the Couples Match was introduced by the National Residency Match Program in 1984 and has been witnessing a steady increase in the number of participating couples over the past 30 years. The highest number of couples participating in the match, and the highest match rate among them, was recorded in 2018. In this article, we provide couples considering the Couples Match, with one or both partners planning to apply to emergency medicine, with insights on this process. Although it may initially appear to be complicated, the Couples Match enables partners to obtain postgraduate training in geographic proximity to one another. With good communication between the partners and their advisors, an exciting joint venture can unfold that is fueled by the strength of the couple.
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Affiliation(s)
- Dana Kindermann
- Kaiser Permanente Oakland Medical Center, Oakland, California
| | - Wendy C Coates
- David Geffen School of Medicine at University of California, Los Angeles, Los Angeles, California
| | - Nicole Deiorio
- Department of Emergency Medicine, Oregon Health and Science University, Portland, Oregon
| | - Robert W Collins
- Department of Emergency Medicine, Indiana University School of Medicine, Indianapolis, Indiana
| | - Amal Mattu
- University of Maryland School of Medicine, Baltimore, Maryland
| | - Mohamad Ali Cheaito
- Department of Emergency Medicine, American University of Beirut Medical Center, Beirut, Lebanon
| | | | - Amin Kazzi
- American University of Beirut, Beirut, Lebanon
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Coates WC, Hedges JR. The Emergency Physician as Medical School Leader. AEM Educ Train 2018; 2:S79-S81. [PMID: 30607382 PMCID: PMC6304283 DOI: 10.1002/aet2.10306] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Affiliation(s)
- Wendy C. Coates
- Department of Emergency MedicineHarbor–UCLATorranceCA
- David Geffen School of MedicineUniversity of California–Los AngelesLos AngelesCA
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Schneider NC, Yarris LM, Coates WC. In Reply. AEM Educ Train 2018; 2:343. [PMID: 30386847 PMCID: PMC6194037 DOI: 10.1002/aet2.10129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Affiliation(s)
- Nancy C. Schneider
- Department of International RelationsCoral Bell School of Asia Pacific AffairsAustralian National UniversityCanberraACTAustralia
| | - Lalena M. Yarris
- Department of Emergency MedicineOregon Health & Sciences UniversityPortlandOR
| | - Wendy C. Coates
- Department of Emergency MedicineHarbor‐UCLA Medical CenterUCLA‐David Geffen School of MedicineLos AngelesCA
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Jordan J, Hwang M, Coates WC. Academic career preparation for residents - are we on the right track? Prevalence of specialized tracks in emergency medicine training programs. BMC Med Educ 2018; 18:184. [PMID: 30075773 PMCID: PMC6076411 DOI: 10.1186/s12909-018-1288-x] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2017] [Accepted: 07/19/2018] [Indexed: 05/07/2023]
Abstract
BACKGROUND Residency prepares trainees to deliver clinical care. It's unknown if there is adequate career preparation, particularly for academic medicine. Prior literature has shown that interest in pursuing an academic career wanes during residency. Few trainees believe residency provides them with the necessary skills to be successful in academic medicine. Formalized areas of concentration may allow for deepened experience and mentorship in a specific field and may contribute to increased scholarly productivity which has been associated with selecting an academic career. Some training programs have instituted specialized tracks to allow residents to explore and develop an academic or clinical niche. The pervasiveness and characteristics of tracks currently available are unknown. A crucial first step in understanding how to best prepare residents for future careers is to understand current practice. The objective of this study was to identify the prevalence and characteristics of specialized tracks in emergency medicine (EM) training programs in the United States of America (USA). METHODS Allopathic EM training programs in the USA were identified by the Society for Academic Emergency Medicine residency catalogue. Program websites were identified through this catalogue and an internet search. Each page of a program's website was dissected to identify basic program information and descriptions of their curricula including presence and descriptions of specialized tracks. Descriptive statistics are reported. RESULTS 163 programs were identified, 156(95.7%) programs provided detailed descriptions of their curricula on their program website. 33/156(21.2%) offered dedicated tracks. Tracks were more common in four year programs (15/40;37.5%) compared to three years (18/116;15.5%). 23/33(70%) programs with tracks provided titles of their tracks and these commonly (20/23;87%) mirrored typical fellowships in EM. For programs that described the timing of tracks (15/33;45.5%), most spanned multiple years of training (12/15;80%). CONCLUSION The presence of specialized tracks is not widespread in EM training programs in the USA, but is more commonly seen in four year programs. The timing of tracks varied but typically spanned multiple years of training. This information is a critical first step to allow future research to understand the impact of specialized tracks and their role in EM career choice and preparation for an academic career.
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Affiliation(s)
- Jaime Jordan
- Department of Emergency Medicine, Harbor-UCLA Medical Center, 1000 W. Carson Street, Box 21, Torrance, CA 90502 USA
- David Geffen School of Medicine at University of California Los Angeles, Los Angeles, CA USA
- Los Angeles Biomedical Research Institute at Harbor-UCLA, Torrance, CA USA
| | - Michael Hwang
- Department of Emergency Medicine, Harbor-UCLA Medical Center, 1000 W. Carson Street, Box 21, Torrance, CA 90502 USA
| | - Wendy C. Coates
- Department of Emergency Medicine, Harbor-UCLA Medical Center, 1000 W. Carson Street, Box 21, Torrance, CA 90502 USA
- David Geffen School of Medicine at University of California Los Angeles, Los Angeles, CA USA
- Los Angeles Biomedical Research Institute at Harbor-UCLA, Torrance, CA USA
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Jordan J, Coates WC, Clarke S, Runde D, Fowlkes E, Kurth J, Yarris L. The Uphill Battle of Performing Education Scholarship: Barriers Educators and Education Researchers Face. West J Emerg Med 2018; 19:619-629. [PMID: 29760865 PMCID: PMC5942034 DOI: 10.5811/westjem.2018.1.36752] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2017] [Revised: 01/12/2018] [Accepted: 01/11/2018] [Indexed: 11/30/2022] Open
Abstract
Introduction Educators and education researchers report that their scholarship is limited by lack of time, funding, mentorship, expertise, and reward. This study aims to evaluate these groups’ perceptions regarding barriers to scholarship and potential strategies for success. Methods Core emergency medicine (EM) educators and education researchers completed an online survey consisting of multiple-choice, 10-point Likert scale, and free-response items in 2015. Descriptive statistics were reported. We used qualitative analysis applying a thematic approach to free-response items. Results A total of 204 educators and 42 education researchers participated. Education researchers were highly productive: 19/42 reported more than 20 peer-reviewed education scholarship publications on their curricula vitae. In contrast, 68/197 educators reported no education publications within five years. Only a minority, 61/197 had formal research training compared to 25/42 education researchers. Barriers to performing research for both groups were lack of time, competing demands, lack of support, lack of funding, and challenges achieving scientifically rigorous methods and publication. The most common motivators identified were dissemination of knowledge, support of evidence-based practices, and promotion. Respondents advised those who seek greater education research involvement to pursue mentorship, formal research training, collaboration, and rigorous methodological standards. Conclusion The most commonly cited barriers were lack of time and competing demands. Stakeholders were motivated by the desire to disseminate knowledge, support evidence-based practices, and achieve promotion. Suggested strategies for success included formal training, mentorship, and collaboration. This information may inform interventions to support educators in their scholarly pursuits and improve the overall quality of education research in EM.
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Affiliation(s)
- Jaime Jordan
- Harbor-UCLA Medical Center, Department of Emergency Medicine, Torrance, California
| | - Wendy C Coates
- Harbor-UCLA Medical Center, Department of Emergency Medicine, Torrance, California
| | - Samuel Clarke
- UC Davis Medical Center, Department of Emergency Medicine, Sacramento, California
| | - Daniel Runde
- University of Iowa, Department of Emergency Medicine, Iowa City, Iowa
| | - Emilie Fowlkes
- University of Iowa, Department of Emergency Medicine, Iowa City, Iowa
| | - Jaqueline Kurth
- UCLA Ronald Reagan/Olive View, Department of Emergency Medicine, Los Angeles, California
| | - Lalena Yarris
- Oregon Health and Science University, Department of Emergency Medicine, Portland, Oregon
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Jordan J, Hwang M, Kaji AH, Coates WC. Scholarly Tracks in Emergency Medicine Residency Programs Are Associated with Increased Choice of Academic Career. West J Emerg Med 2018; 19:593-599. [PMID: 29760861 PMCID: PMC5942030 DOI: 10.5811/westjem.2018.1.36753] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2017] [Revised: 01/10/2018] [Accepted: 01/25/2018] [Indexed: 11/11/2022] Open
Abstract
Introduction Career preparation in residency training is not standardized. Scholarly tracks have emerged in emergency medicine (EM) residencies to allow specialized training in an area of focus. The characteristics of these tracks and their value and impact on resident career choice are unknown. We aim to describe the current state of scholarly tracks in residency training programs and their association with pursuit of an academic career. Methods Program leaders at EM training programs completed an online survey consisting of multiple-choice items with free-text option. Additionally, participants completed a matrix of dropdown items identifying the immediately chosen post-residency position and applicable track of each member of their graduating class. Descriptive statistics were calculated and reported for multiple-choice items. We performed comparative statistics using chi-squared and Wilcoxon rank-sum tests. Free-text responses were analyzed using a thematic approach. Results 113/157(72%) programs participated, 51 with and 62 without tracks. Tracks were more common in four-year programs (odds ratio [OR]=4.8;[2.0-11.9]) and larger programs (chi-sq, p=0.001). Perceived benefits of tracks from programs with them included advanced training (46/50; 92%), career guidance (44/50; 88%), mentorship (44/50; 88%), and preparation for an academic career (40/50; 80%). Residents often participated in a single track (37/50; 74%) usually during their later residency years. Programs with tracks were more likely to graduate residents to an academic career, OR 1.8;[1.3-2.4]. Conclusion This study describes the current characteristics and perceptions of scholarly tracks in EM residencies. Scholarly tracks are associated with an academic position immediately following residency. The results of this study may inform the development and use of scholarly tracks in residency training programs.
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Affiliation(s)
- Jaime Jordan
- Harbor-UCLA Medical Center, Department of Emergency Medicine, Torrance, California.,David Geffen School of Medicine at University of California Los Angeles, Los Angeles, California.,Los Angeles Biomedical Research Institute at Harbor-UCLA, Torrance, California
| | - Michael Hwang
- Harbor-UCLA Medical Center, Department of Emergency Medicine, Torrance, California
| | - Amy H Kaji
- Harbor-UCLA Medical Center, Department of Emergency Medicine, Torrance, California.,David Geffen School of Medicine at University of California Los Angeles, Los Angeles, California.,Los Angeles Biomedical Research Institute at Harbor-UCLA, Torrance, California
| | - Wendy C Coates
- Harbor-UCLA Medical Center, Department of Emergency Medicine, Torrance, California.,David Geffen School of Medicine at University of California Los Angeles, Los Angeles, California.,Los Angeles Biomedical Research Institute at Harbor-UCLA, Torrance, California
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Axelson DJ, Stull MJ, Coates WC. Social Determinants of Health: A Missing Link in Emergency Medicine Training. AEM Educ Train 2018; 2:66-68. [PMID: 30051070 PMCID: PMC6001589 DOI: 10.1002/aet2.10056] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/26/2017] [Revised: 07/13/2017] [Accepted: 08/08/2017] [Indexed: 05/22/2023]
Abstract
The health of a population depends upon several factors, including disease, public health initiatives, and the social determinants of health (SDH). These factors often converge in the emergency department (ED) where the impact of social conditions such as homelessness, low-literacy, and poverty lead to recidivism and may contribute to provider burnout. Inclusion of SDH topics in EM residency curricula can provide needed background information and effective strategies for coping with these patients in the clinical setting. Exercises that simulate poverty, the development of and familiarity with meaningful community partnerships, and inclusion of SDH topics in standard ED conferences (e.g., mortality and morbidity conference) can promote understanding and outline a detailed plan for treating patients facing these challenges. By incorporating educational interventions aimed at identifying and intervening on issues of SDH in the ED we may be able to better serve those patients who need us the most.
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Affiliation(s)
| | - Matthew J. Stull
- Departments of Emergency Medicine & AnesthesiologyUniversity Hospitals‐Cleveland Medical CenterClevelandOH
- Case Western Reserve University School of MedicineClevelandOH
| | - Wendy C. Coates
- Department of Emergency MedicineHarbor‐UCLATorranceCA
- University of CaliforniaLos Angeles, David Geffen School of MedicineLos AngelesCA
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Clarke SO, Jordan J, Yarris LM, Fowlkes E, Kurth J, Runde D, Coates WC. The View From the Top: Academic Emergency Department Chairs' Perspectives on Education Scholarship. AEM Educ Train 2018; 2:26-32. [PMID: 30051062 PMCID: PMC6001505 DOI: 10.1002/aet2.10070] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2017] [Revised: 09/07/2017] [Accepted: 09/23/2017] [Indexed: 05/05/2023]
Abstract
UNLABELLED Education scholarship continues to grow within emergency medicine (EM) and in academic medicine in general. Despite a growing interest, would-be education scholars often struggle to find adequate mentorship, research training, funding, and protected time to produce rigorous scholarship. The ways in which individual academic EM departments can support this mission remains an area in need of description. OBJECTIVES We sought to describe academic EM department chairs' perceptions of education scholarship and facilitators and barriers to producing high-quality education scholarship. METHODS We conducted a qualitative study using a grounded theory-derived approach. Participants were solicited directly, and semistructured interviews were conducted via telephone. Interviews were transcribed verbatim and were analyzed by three study investigators using a coding matrix. Discrepancies in coding were resolved via in depth discussion. RESULTS We interviewed seven EM chairs from academic departments throughout North America (six in geographically diverse regions of the United States and one in western Canada). Chairs described education scholarship as lacking clearly defined and measurable outcomes, as well as methodologic rigor. They identified that education faculty within their departments need training and incentives to pursue scholarly work in a system that primarily expects teaching from educators. Chairs acknowledged a lack of access to education research expertise and mentorship within their own departments, but identified potential resources within their local medical schools and universities. They also voiced willingness to support career development opportunities and scholarly work among faculty seeking to perform education research. CONCLUSIONS Academic EM chairs endorse a need for methodologic training, mentorship, and access to expertise specific to education scholarship. While such resources are often rare within academic EM departments, they may exist within local universities and schools of medicine. Academic EM chairs described themselves as willing and able to support faculty who wish to pursue this type of work.
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Affiliation(s)
| | - Jaime Jordan
- Department of Emergency MedicineHarbor‐UCLATorranceCA
- University of California, Los AngelesDavid Geffen School of MedicineLos AngelesCA
| | - Lalena M. Yarris
- Department of Emergency MedicineOregon Health & Science UniversityPortlandOR
| | - Emilie Fowlkes
- Department of Emergency MedicineUniversity of Iowa Hospitals and ClinicsIowa CityIA
| | - Jaqueline Kurth
- Department of Emergency MedicineUCLA Ronald Reagan/Olive ViewLos AngelesCA
| | - Daniel Runde
- Department of Emergency MedicineUniversity of Iowa Hospitals and ClinicsIowa CityIA
| | - Wendy C. Coates
- Department of Emergency MedicineHarbor‐UCLATorranceCA
- University of California, Los AngelesDavid Geffen School of MedicineLos AngelesCA
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Hsieh DT, Coates WC. Poverty Simulation: An Experiential Learning Tool for Teaching Social Determinants of Health. AEM Educ Train 2018; 2:51-54. [PMID: 30051066 PMCID: PMC6001599 DOI: 10.1002/aet2.10076] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2017] [Revised: 10/23/2017] [Accepted: 11/07/2017] [Indexed: 05/22/2023]
Affiliation(s)
- Dennis T. Hsieh
- Harbor‐UCLADepartment of Emergency MedicineLos Angeles Department of Health ServicesLos AngelesCA
| | - Wendy C. Coates
- Harbor‐UCLADepartment of Emergency MedicineUCLADavid Geffen School of MedicineLos AngelesCA
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Schneider NC, Coates WC, Yarris LM. Taking Your Qualitative Research to the Next Level: A Guide for the Medical Educator. AEM Educ Train 2017; 1:368-378. [PMID: 30051057 PMCID: PMC6001821 DOI: 10.1002/aet2.10065] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2017] [Accepted: 09/11/2017] [Indexed: 05/14/2023]
Abstract
Qualitative research is a focused and deliberate approach to understanding the human condition and can identify areas that warrant further investigation through hypothesis-testing (quantitative) research. In this overview article, we discuss reasons to undertake a qualitative study; introduce three research paradigms whose frameworks are commonly used by medical education researchers (grounded theory, ethnography, phenomenology); describe the four most commonly used data gathering techniques (interviews, focus groups, observation, document tracing); and discuss the nature of the sampling/data gathering process. Examples of research questions that employ each paradigm and data gathering technique as well as a list of published sample articles to guide researchers are provided.
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Affiliation(s)
- Nancy C. Schneider
- Department of International RelationsAustralian National University, College of Asia & the PacificCanberraACTAustralia
| | - Wendy C. Coates
- David Geffen School of Medicine at UCLALos AngelesCA
- Department of Emergency MedicineHarbor‐UCLALos AngelesCA
| | - Lalena M. Yarris
- Department of Emergency MedicineOregon Health & Science UniversityPortlandOR
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Jordan J, Yarris LM, Santen SA, Guth TA, Rougas S, Runde DP, Coates WC. Creating a Cadre of Fellowship-Trained Medical Educators, Part II: A Formal Needs Assessment to Structure Postgraduate Fellowships in Medical Education Scholarship and Leadership. Acad Med 2017; 92:1181-1188. [PMID: 27805949 DOI: 10.1097/acm.0000000000001460] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
PURPOSE Education leaders at the 2012 Academic Emergency Medicine Consensus Conference on education research proposed that dedicated postgraduate education scholarship fellowships (ESFs) might provide an effective model for developing future faculty as scholars. A formal needs assessment was performed to understand the training gap and inform the development of ESFs. METHOD A mixed-methods needs assessment was conducted of four emergency medicine national stakeholder groups in 2013: department chairs; faculty education/research leaders; existing education fellowship directors; and current education fellows/graduates. Descriptive statistics were reported for quantitative data. Qualitative data from semistructured interviews and free-text responses were analyzed using a thematic approach. RESULTS Participants were 11/15 (73%) education fellowship directors, 13/20 (65%) fellows/graduates, 106/239 (44%) faculty education/research leaders, and a convenience sample of 26 department chairs. Department chairs expected new education faculty to design didactics (85%) and teach clinically (96%). Faculty education/research leaders thought new faculty were inadequately prepared for job tasks (83.7%) and that ESFs would improve the overall quality of education research (91.1%). Fellowship directors noted that ESFs provide skills, mentorship, and protected time for graduates to become productive academicians. Current fellows/graduates reported pursing an ESF to develop skills in teaching and research methodology. CONCLUSIONS Stakeholder groups uniformly perceived a need for training in education theory, clinical teaching, and education research. These findings support dedicated, deliberate training in these areas. Establishment of a structure for scholarly pursuits prior to assuming a full-time position will effectively prepare new faculty. These findings may inform the development, implementation, and curricula of ESFs.
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Affiliation(s)
- Jaime Jordan
- J. Jordan is assistant director, Residency Training Program, Department of Emergency Medicine, Harbor-UCLA Medical Center, and assistant professor of medicine and vice chair, Acute Care College, University of California, Los Angeles, David Geffen School of Medicine, Los Angeles, California. L.M. Yarris is associate professor, Department of Emergency Medicine, Oregon Health & Science University, Portland, Oregon. S.A. Santen is assistant dean for educational research and quality improvement, University of Michigan Medical School, and professor, Department of Emergency Medicine and Department of Learning Health Sciences, University of Michigan, Ann Arbor, Michigan. T.A. Guth is emergency medicine clerkship codirector and associate director for clinical skills in the Foundations of Doctoring course, Department of Emergency Medicine, University of Colorado School of Medicine, Aurora, Colorado. S. Rougas is assistant professor of emergency medicine, Alpert Medical School, Brown University, Providence, Rhode Island. D.P. Runde is assistant program director and assistant professor of emergency medicine, Department of Emergency Medicine, University of Iowa Hospitals and Clinics, Iowa City, Iowa. W.C. Coates is senior education specialist, Department of Emergency Medicine, Harbor-UCLA Medical Center, and professor of medicine, University of California, Los Angeles David Geffen School of Medicine, Los Angeles, California
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Kessler RA, Coates WC, Chanmugam A. Twelve Years Since Importance of Cross-Cultural Competency Recognized: Where Are We Now? West J Emerg Med 2016; 18:223-228. [PMID: 28210356 PMCID: PMC5305129 DOI: 10.5811/westjem.2016.10.31780] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2016] [Revised: 10/05/2016] [Accepted: 10/14/2016] [Indexed: 12/01/2022] Open
Abstract
Introduction The objective of this study was to analyze the content and volume of literature that has been written on cultural competency in emergency medicine (EM) since its educational imperative was first described by the Institute of Medicine in 2002. Methods We conducted a comprehensive literature search through the PubMed portal in January 2015 to identify all articles and reviews that addressed cultural competency in EM. Articles were included in the review if cultural competency was described or if its impact on healthcare disparities or curriculum development was described. Two reviewers independently investigated all relevant articles. These articles were then summarized. Results Of the 73 abstracts identified in the initial search, only 10 met criteria for inclusion. A common theme found among these 10 articles is that cultural competency in EM is essential to reducing healthcare disparities and improving patient care. These articles were consistent in their support for cross-cultural educational advancements in the EM curriculum. Conclusion Despite the documented importance of cultural competency education in medicine, there appears to be only 10 articles over the past 12 years regarding its development and implementation in EM. This comprehensive literature review underscores the relative dearth of publications related to cultural competency in EM. The limited number of articles found is striking when compared to the growth of EM research over the same time period and can serve as a stimulus for further research in this significant area of EM education.
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Affiliation(s)
- Remi A Kessler
- Johns Hopkins School of Medicine, Department of Emergency Medicine, Baltimore, Maryland
| | - Wendy C Coates
- University of California, Los Angeles, David Geffen School of Medicine at UCLA, Harbor-UCLA Department of Emergency Medicine, Los Angeles, California
| | - Arjun Chanmugam
- Johns Hopkins School of Medicine, Department of Emergency Medicine, Baltimore, Maryland
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Jordan J, Coates WC, Clarke S, Runde DP, Fowlkes E, Kurth J, Yarris LM. Exploring Scholarship and the Emergency Medicine Educator: A Workforce Study. West J Emerg Med 2016; 18:163-168. [PMID: 28116031 PMCID: PMC5226754 DOI: 10.5811/westjem.2016.10.32636] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2016] [Accepted: 10/27/2016] [Indexed: 11/11/2022] Open
Abstract
INTRODUCTION Recent literature calls for initiatives to improve the quality of education studies and support faculty in approaching educational problems in a scholarly manner. Understanding the emergency medicine (EM) educator workforce is a crucial precursor to developing policies to support educators and promote education scholarship in EM. This study aims to illuminate the current workforce model for the academic EM educator. METHODS Program leadership at EM training programs completed an online survey consisting of multiple choice, completion, and free-response type items. We calculated and reported descriptive statistics. RESULTS 112 programs participated. Mean number of core faculty/program: 16.02 ± 7.83 [14.53-17.5]. Mean number of faculty full-time equivalents (FTEs)/program dedicated to education is 6.92 ± 4.92 [5.87-7.98], including (mean FTE): Vice chair for education (0.25); director of medical education (0.13); education fellowship director (0.2); residency program director (0.83); associate residency director (0.94); assistant residency director (1.1); medical student clerkship director (0.8); assistant/associate clerkship director (0.28); simulation fellowship director (0.11); simulation director (0.42); director of faculty development (0.13). Mean number of FTEs/program for education administrative support is 2.34 ± 1.1 [2.13-2.61]. Determination of clinical hours varied; 38.75% of programs had personnel with education research expertise. CONCLUSION Education faculty represent about 43% of the core faculty workforce. Many programs do not have the full spectrum of education leadership roles and educational faculty divide their time among multiple important academic roles. Clinical requirements vary. Many departments lack personnel with expertise in education research. This information may inform interventions to promote education scholarship.
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Affiliation(s)
- Jaime Jordan
- Harbor-UCLA Medical Center, Department of Emergency Medicine, Torrance, California; David Geffen School of Medicine at University of California Los Angeles, Los Angeles, California; Los Angeles Biomedical Research Institute at Harbor-UCLA, Torrance, California
| | - Wendy C Coates
- Harbor-UCLA Medical Center, Department of Emergency Medicine, Torrance, California; David Geffen School of Medicine at University of California Los Angeles, Los Angeles, California; Los Angeles Biomedical Research Institute at Harbor-UCLA, Torrance, California
| | - Samuel Clarke
- University of California Davis Medical Center, Department of Emergency Medicine, Sacramento, California
| | - Daniel P Runde
- University of Iowa Hospitals and Clinics, Department of Emergency Medicine, Iowa City, Iowa
| | - Emilie Fowlkes
- University of Iowa Hospitals and Clinics, Department of Emergency Medicine, Iowa City, Iowa
| | - Jacqueline Kurth
- University of California Los Angeles, Department of Emergency Medicine, Los Angeles, CA
| | - Lalena M Yarris
- Oregon Health and Sciences University Medical Center, Department of Emergency Medicine, Portland, Oregon
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Affiliation(s)
- Lalena M. Yarris
- Corresponding author: Lalena M. Yarris, MD, MCR, Oregon Health & Science University, 3181 SW Sam Jackson Park Road, Mail Code CDW-EM, Portland, OR 97239, 503.494.2962,
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Coates WC, Runde DP, Yarris LM, Rougas S, Guth TA, Santen SA, Miller J, Jordan J. Creating a Cadre of Fellowship-Trained Medical Educators: A Qualitative Study of Faculty Development Program Leaders' Perspectives and Advice. Acad Med 2016; 91:1696-1704. [PMID: 26826070 DOI: 10.1097/acm.0000000000001097] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
PURPOSE Well-trained educators fill essential roles across the medical education continuum. Some medical schools offer programs for existing faculty to enhance teaching and scholarship. No standard postgraduate training model exists for residency graduates to attain competency as faculty members before their first academic appointment. The objective of this study is to inform the development of postgraduate medical education fellowships by exploring perceptions of educational leaders who direct well-established faculty development programs. METHOD The authors undertook a qualitative study, using purposeful sampling to recruit participants and a constant comparative approach to identify themes. They conducted semistructured telephone interviews with directors of faculty development fellowships using an interpretivist/constructivist paradigm (November 2013). Questions addressed curricular and fiscal structure, perceived benefits and challenges, and advice for starting a postgraduate fellowship. RESULTS Directors reported institutional and participant benefits, notably the creation of a community of educators and pool of potential leaders. Curricular offerings focused on learning theory, teaching, assessment, leadership, and scholarship. Funding and protected time were challenges. Advice for new program directors included evaluating best practices, defining locally relevant goals; garnering sufficient, stable financial support; and rallying leaders' endorsement. CONCLUSIONS Medical education fellowships cultivate leaders and communities of trained educators but require participants to balance faculty responsibilities with professional development. Advice of current directors can inform the development of postgraduate programs modeled after accredited clinical specialty fellowships. Programs with the support of strategic partners, financial stability, and well-defined goals may allow new faculty to begin their careers with existing competency in medical education skills.
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Affiliation(s)
- Wendy C Coates
- W.C. Coates is senior education specialist, Department of Emergency Medicine, Harbor-UCLA Medical Center, and professor of medicine, University of California, Los Angeles David Geffen School of Medicine, Los Angeles, California. D.P. Runde is assistant program director and assistant professor of emergency medicine, Department of Emergency Medicine, University of Iowa Hospitals and Clinics, Iowa City, Iowa. L.M. Yarris is associate professor, Department of Emergency Medicine, Oregon Health & Science University, Portland, Oregon. S. Rougas is assistant professor of emergency medicine, Alpert Medical School of Brown University, Providence, Rhode Island. T.A. Guth is emergency medicine clerkship codirector and associate director, Clinical Skills in Foundations of Doctoring Course, Department of Emergency Medicine, University of Colorado School of Medicine, Aurora, Colorado. S.A. Santen is assistant dean, Educational Research and Quality Improvement, University of Michigan Medical School, and professor, Department of Emergency Medicine and Department of Learning Health Sciences, University of Michigan, Ann Arbor, Michigan. J. Miller is an emergency medicine resident, Penn State Hershey Medical Center, Hershey, Pennsylvania. J. Jordan is assistant director, Residency Training Program, Department of Emergency Medicine, Harbor-UCLA Medical Center, and assistant professor of medicine and vice chair, Acute Care College, University of California, Los Angeles, David Geffen School of Medicine, Los Angeles, California
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Love JN, Yarris LM, Santen SA, Kuhn GJ, Gruppen LD, Coates WC, Howell JM, Farrell SE. A Novel Specialty-Specific, Collaborative Faculty Development Opportunity in Education Research: Program Evaluation at Five Years. Acad Med 2016; 91:548-55. [PMID: 26735522 DOI: 10.1097/acm.0000000000001070] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
PURPOSE For the busy clinician-educator, accessing opportunities that develop the skills and knowledge necessary to perform education research can be problematic. The Medical Education Research Certification at Council of Emergency Medicine Residency Directors (MERC at CORD) Scholars' Program is a potential alternative. The current study evaluates the program's outcomes after five years. METHOD The authors employed a quasi-experimental design in this study. The study population consisted of the initial five MERC at CORD cohorts (2009-2013). Development of a logic model informed Kirkpatrick-level outcomes. Data from annual pre/post surveys, an alumni survey (2014), and tracking of national presentations/peer-reviewed publications resulting from program projects served as outcome measurements. RESULTS Over the first five years, 149 physicians participated in the program; 97 have completed six MERC workshops, and 63 have authored a national presentation and 30 a peer-reviewed publication based on program projects. Of the 79 participants responding to the pre- and postsurveys from the 2011-2013 cohorts, 65 (82%) reported significant improvement in skills and knowledge related to education research and would recommend the program. Of the 61 graduates completing the alumni survey, 58 (95%) indicated their new knowledge was instrumental beyond educational research, including promotion to new leadership positions, and 28 (47% of the 60 responding) reported initiating a subsequent multi-institutional education study. Of these, 57% (16/28) collaborated with one or more peers/mentors from their original program project. CONCLUSIONS Kirkpatrick-level outcomes 1, 2, 3, and perhaps 4 demonstrate that the MERC at CORD program is successful in its intended purpose.
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Affiliation(s)
- Jeffrey N Love
- J.N. Love is professor of emergency medicine, Georgetown University Hospital/Washington Hospital Center, Washington, DC. L.M. Yarris is associate professor of emergency medicine, Oregon Health Science University, Portland, Oregon. S.A. Santen is professor of emergency medicine, University of Michigan, Ann Arbor, Michigan. G.J. Kuhn is professor of emergency medicine, Wayne State University, Detroit, Michigan. L.D. Gruppen is professor, Learning Health Sciences, University of Michigan, Ann Arbor, Michigan. W.C. Coates is professor of emergency medicine, Harbor-UCLA Medical Center, Torrance, California. J.M. Howell is clinical professor of emergency medicine, George Washington University, Washington, DC. S.E. Farrell is associate professor of emergency medicine, Harvard Medical School, Boston, Massachusetts
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