NEWSLETTER 1111 East Touhy avenue, Suite 540 | Des Plaines, IL 60018 | 847-813-9823 | www.saem.org NOVEMBER-DECEMBER 2016
VOLUME XXXI NUMBER 6
SPOTLIGHT
LIFE’S LESSON: An interview with Angela Mills, MD
Leading the advancement of emergency care through education and research, advocacy, and professional development in academic emergency medicine.
SAEM STAFF Chief Executive Officer Megan N. Schagrin, MBA, CAE, CFRE Ext. 212, mschagrin@saem.org Director, Finance & Benefits Doug Ray Ext. 208, dray@saem.org Accountant Hugo Paz Ext. 216, hpaz@saem.org Director, Operations & Governance Kat Nagasawa, MBA Ext. 206, knagasawa@saem.org IT Project Manager Angela Lasky Ext. 217 alasky@saem.org Governance Assistant Kiernan O'Dell Ext. 205, kodell@saem.org Director, Communications and Publications Stacey Roseen Ext. 207, sroseen@saem.org Digital Communications Specialist Kataryna Christensen Ext. 201, kchristensen@saem.org Grants & Foundation Manager Melissa McMillian, CNP Ext. 203, mmcmillian@saem.org SAEM & Foundation Assistant Alex Keenan Ext. 202, akeenan@saem.org
HIGHLIGHTS Director, Membership & Meetings Holly Byrd-Duncan, MBA Ext. 210, hbyrdduncan@saem.org
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Membership Manager George Greaves Ext. 211, ggreaves@saem.org
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Education Manager Mark Nagasawa, MA Ext. 214, mnagasawa@saem.org
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Meeting Planner Maryanne Greketis, CMP Ext. 209, mgreketis@saem.org Membership & Education Assistant Monica Wakulski Ext. 2014, mwakulski@saem.org
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AEM Editor in Chief Jeffrey Kline, MD AEMEditor@saem.org
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AEM E&T Editor Susan Promes, MD AEMETeditor@saem.org AEM/AEM E&T Manager Stacey Roseen Ext. 207, sroseen@saem.org AEM/AEM E&T Editorial Coordinator Taylor Bowen tbowen@saem.org Chair, SAEM Newsletter Editorial Advisory Task Force Sharon Atencio sharon.atencio@rvu.edu
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President’s Comments Of Leaves and Mentorship By Andra Blomkalns, MD
EM Physician in the Spotlight L ife's Lesson: Listen! SAEM Talks with Angela Mills, MD
Diversity and Inclusion Toward a Diverse and Inclusive Match By Joel Moll, MD
Ethics in Action The Provider: The Second Victim of a Medical Error By Naomi Dreisinger, MD
SGEM: Did You Know? Incidences of ACL Knee Injuries: Sex Differences Play a Role By Nicole Lau
Resident-Student Guide How to Survive the Interview Trail By Alex Huh, MD
A New Home for SAEM Social Media in Academic EM Free Open Access Meducation (FOAM) and the Future By Catherine Parker, MD
Briefs and Bullet Points Academic Announcements
2016-2017 BOARD OF DIRECTORS Andra L. Blomkalns, MD President University of Texas Southwestern at Dallas
James F. Holmes, Jr., MD, MPH University of California Davis Health System
D. Mark Courtney, MD President-Elect Northwestern University Feinberg School of Medicine
Amy H. Kaji, MD, PhD Harbor-UCLA Medical Center
Richard Wolfe, MD Beth Israel Deaconess Medical Center/ Harvard Medical School
Ian B.K. Martin, MD, MBA University of North Carolina School of Medicine
Riley P. Grosso, MD University of Cincinnati College of Medicine
Steven B. Bird, MD Secretary/Treasurer University of Massachusetts Medical School Deborah B. Diercks, MD, MSc Immediate Past President University of Texas Southwestern at Dallas
Ali S. Raja, MD, MBA, MPH Massachusetts General Hospital
Angela M. Mills, MD Perelman School of Medicine, University of Pennsylvania
The SAEM Newsletter is published bimonthly by the Society for Academic Emergency Medicine. The opinions expressed in this publication are those of the authors and do not necessarily reflect those of SAEM. For Newsletter archives visit http://www.saem.org/publications/newsletters Š 2016 Society for Academic Emergency Medicine. All rights reserved. No part of this publication may be reproduced, stored, or transmitted in any form or by any means without prior permission in writing from the copyright holder.
PRESIDENT’S COMMENTS Andra Blomkalns, MD University of Texas Southwestern Medical Center at Dallas SAEM President 2016-2017
Of Leaves and Mentorship
"I ask that you all consider jotting a quick email or text to one of your mentors thanking them for their time and their impact on you."
There is something about cooler temperatures and many-hued leaves scurrying in the breeze that makes me think of (obviously!) … MENTORING. I ask myself, “Self, why is this?” Well, I vividly remember times in my career where I was scurrying around aimlessly, feeling lost, and not sure what to do or how to do it. I had just jumped out of the tree of college, medical school, residency, or into a new department or new challenge. As these transitional periods have come and gone, I recall that each of them were made better, more enjoyable, and more productive through the efforts of mentors. Whether connected by fate or common interests (or perhaps some just took pity on me), I have had some truly great mentors. OK, I’ll admit that flying leaves and the virtues of mentorship may be a weak analogy, but you’ve read this far, so please keep going. How does one find a mentor? The best mentor/mentee matchups are usually not designated, but instead occur organically through the efforts of either the mentor or the mentee. Mentees, listen up! Mentees have just as much, if not more, responsibility to “give back” some affirmation that the mentorship is wanted and worthwhile. It’s not enough to sit back and wait for your mentor to contact you. That also doesn’t mean that you should camp out on their doorstep like a stray cat. Here’s a good rule: If you get no reply after three attempts at contact or receive a restraining order (whichever comes first), it’s best to move on. Great mentorship is hard (and gratifying) work. I ask that you all consider jotting a quick email or text to one of your mentors thanking them for their time and their impact on you. It can be quick—fewer than 150
"The best mentor/ mentee matchups are usually not designated, but instead occur organically through the efforts of either the mentor or the mentee." characters (emojis not included). Since I currently have this forum, I’ll openly thank some of my wonderful mentors over the years: Skip Smith, Brian Gibler, Jim Hokstra, Arthur Pancioli, Sue Stern, Neal Weintraub, Richard Levy, Mel Otten, Steve Baxter, Bob Hockberger, Brian Zink, Corey Slovis, Jill Baren, David Brown, Judd Hollander, Cherri Hobgood, and Steve Carleton. If you are one of these people, thank you, thank you, thank you! In the same sitting, send another short email to a student, a resident, or a junior colleague. Get some coffee together or anything else that commits you to at least 30 minutes of uninterrupted time. Listen, offer advice, mention some opportunities, or even suggest an additional or more suitable mentor. Sow the seeds and reap the joys of becoming a mentor! It’s the best academic job around.
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SPOTLIGHT
LIFE’S LESSON: SAEM Talks with Angela Mills, MD What did you want to be when you were growing up? I have always wanted to be a doctor. I enjoyed science and thought caring for sick patients would be extremely rewarding. My parents actually tried to steer me away from medicine because they were afraid it would be too stressful!
Who or what influenced your decision to choose the academic/EM specialty? I initially chose surgery as a specialty and it was while consulting in the ED as a first-year surgery resident that I discovered I loved emergency medicine more! I enjoy the substantial impact on such a large volume of patients, in such a short amount of time. Working with all specialties in the hospital, mentoring and teaching trainees, reminds me every day that academic emergency medicine was the right choice.
SAEM NEWSLETTER | NOVEMBER-DECEMBER 2016
What has surprised you most about working in the academic EM specialty?
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I think what has surprised me most about working in academic EM is the amazing collaborations that occur. I have been fortunate to work on various research and scholarly projects with many individuals across North America. SAEM has been instrumental in fostering many of these collaborations. I have also been surprised at the deep and meaningful friendships I have developed with so many of my colleagues over the years. I believe that working closely as a team in the emergency department, often during hazard shifts and holidays, allows all the emergency department staff to bond in a special way. We often see conditions, and are exposed to patient experiences, that are difficult to share and be understood by anyone but our colleagues.
What advice would you give to your younger self, just starting out in this specialty? 1. Find what you are passionate about and pursue it, but along the way make sure to reassess, and if you are unsure, get involved and try different things. No decision is forever and it’s okay to change your mind. 2. Find multiple mentors early on and throughout your career, both in EM and outside of our specialty and including mentors for research, teaching, clinical work, and worklife balance. I have had multiple strong mentors who have helped me immensely and contributed to my development.
If you weren’t doing what you do, what would you be doing instead? I grew up working in our small family business so if not in medicine, I would potentially be an entrepreneur, owning a pastry shop or yoga studio. I’m from an Italian family and love to cook, bake, and feed people. I enjoy yoga as it’s my outlet after a long and trying day in the ED. It helps me to keep my sanity.
Where do you see the specialty in 10 years? What do you think will change? What sorts of trends do you see? I think the practice of EM will continue to expand not only in traditional, hospital based EDs, but also in urgent care clinics, free-standing EDs, observation units, pre-hospital medicine, and through telemedicine. As a specialty, we will continue to be the foundation of our country’s healthcare system, providing a safety net for all patients seeking unscheduled care. I think emergency medicine will continue to expand services for both patients and hospital systems, such as developing more ED-ICUs to allow for increased capacity and more efficient care. Emergency medicine clinicians are positioned to understand not only the needs of their patients, but also the overall delivery of care in health systems and resource allocation. With this valuable skill set, I think ED physicians will, more than ever, continue to play a critical role in hospital and health system administration and in local and regional health policy initiatives, including regionalized care designation.
"As a specialty, we will continue to be the foundation of our country’s healthcare system, providing a safety net for all patients seeking unscheduled care." How and why did you first get involved in with SAEM and what has been your involvement over time? I first got involved with SAEM as a resident and was able to disseminate research findings through abstract presentations while learning and finding mentorship. Through the years I have participated in interest groups, task forces, and committees. I thoroughly enjoy and look forward to attending the annual meeting, as it is a great time to reconnect with former trainees, catch up with colleagues, and network. Serving on the SAEM Program Committee was such a rewarding experience, allowing me to work with a fantastic group of colleagues to help shape the annual meeting. Recently, I co-chaired an AEM consensus conference—a two-year labor of love that allowed me to
collaborate with a talented group of individuals. I am very fortunate to be able to serve on the SAEM Board of Directors this year, which is allowing me to further my commitment to SAEM and the advancement of academic EM.
What do you wish other people knew about SAEM? What sets this organization apart from others? SAEM offers tremendous opportunities for networking and collaboration in academic EM. SAEM also allows you to truly get involved and make a difference. It is an organization where the leadership is approachable and your voice can be heard. SAEM continues to be a valuable resource for development in academic EM, whether it be in research, education, or leadership.
How do you balance work and life? What one thing would improve the quality of your life? I make sure to prioritize the important items in both work and life so that the two can be balanced. I schedule and budget time for both of these so that even during a busy workweek balance is ensured. I also find that saying no to certain tasks and requests which do not fit into my goals and interests allows me to focus on those things which are important to me. By saying no to certain things I allow myself the ability to say yes to something else. I think it is very important to periodically reflect on the things that you are doing and why you are doing them to assure they align with your overall goals. The quality of my life would be improved if I had time to slow down and reflect. Often my workday is very busy, running from meeting to meeting, and inevitably things come up daily which need to be addressed in real time. So, time to slow down, reflect, and think creatively would be beneficial in tackling the various challenges that arise in academic EM.
What is your number one tip for managing stress? What do you do to relax? I make sure to set aside time for myself each week. In addition to exercise, I enjoy dance classes and having lunch with a friend. I walk to work every day listening to an audiobook, which allows me to start my day with a bit of exercise and relaxation.
What one word would you use to describe yourself? Dedicated
What one word would your friends use to describe you? Generous
What’s the one thing about you few people know about you? I love to go paddleboarding and practice floating yoga on the paddleboard. It’s an amazing way to relax and to connect with nature.
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Who would play you in the film of your life? Julianna Margulies
SAEM NEWSLETTER | NOVEMBER-DECEMBER 2016
What is your guiltiest pleasure?
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Staying up too late to watch multiple episodes of a television series. Recently I have been watching Narcos, Orphan Black, and of course Game of Thrones.
What is at the top of your bucket list? My bucket list includes traveling every year with my children. I love to travel, eat good food, and spend time with my family, so I am always looking for opportunities to combine the three. As a family we traveled to Iceland this summer and loved exploring the beautiful natural sights.
Who would you invite to your dream dinner party? I would love to have dinner with many of the great people throughout history who have overcome significant challenges and changed the world for the better. I just read a biography on James Garfield, Destiny of the Republic: A Tale of Madness, Medicine, and the Murder of a President, and he would definitely be a guest at my dream dinner party. I think he was a transformative political figure who could have really shaped our country in a different way had he not been assassinated so early in his presidency. I would also invite John Stewart and Trevor Noah, who I find incredibly funny and whose insights into politics
and current events I appreciate. My mother died in 2014 and it would be a dream to have dinner with her again to be able to speak with her and see the joy in her eyes to see how much her grandchildren have grown.
What is your most treasured possession? While it is not a possession, my family is most treasured to me. I value spending time outdoors, enjoying meals, attending sporting events, and traveling with my family. A treasured possession of mine are the locks of hair I saved from both of my sons’ first haircuts which reminds me of the beautiful ringlet curls they once had.
What is the most important lesson life has taught you so far? While life offers many important lessons, I think the importance of listening is paramount. In my role in academic EM administration, I have learned the importance of listening, reserving judgment, and validating the opinions and feelings of others. There are frequently competing interests, conflicts, and challenges that an administrator faces, and by listening carefully I am often able to successfully identify and meet the needs of others. Through listening, you can recognize and appreciate the different talents that people have to offer. This allows you to be invested and connected with one another which I find incredibly rewarding.
DIVERSITY AND INCLUSION Toward a Diverse and Inclusive Match By Joel Moll, MD
"Let’s not ask ourselves if the applicant is a good fit for us, but how we can be a better fit for the full spectrum of applicants we receive."
As a society we are becoming more diverse. Since 2012, according to the Census Bureau, for the first time in recorded history nonwhite births have exceeded white births. It is estimated that non-Hispanic whites will be the minority by 2044—well within the career span of applicants who match into your program in March. Yet many groups by race, ethnicity, and sexuality continue to be underrepresented in the house of medicine. Most striking is the course of black males in medicine. Last year’s AAMC publication Altering the Course: Black Males in Medicine reviewed this concerning trend. Despite the growth and expansion of medical schools, residency training programs, and increased graduation numbers from college, the number of applications to medical school from black males has not increased by absolute numbers from 1978. According to the AAMC, a similar trend is seen for those who actually enter medical school. In 1978, 542 black men matriculated; 2014 saw only 515. Since before the creation of EM as a boarded specialty, fewer black men are going to medical school. Data also show stagnant numbers for Hispanic and Native American/Alaska Natives applicants in the past decade. Limited data exist for sexual minorities, but studies suggest that LGBT individuals are also underrepresented. In emergency medicine, of 3,894 ERAS residency applications in 2015 (according to the AAMC) 283 identified as black, 355 Hispanic, and 37 American Indian/Alaskan Native. The number of LGBT applicants is unknown, and some applicants choose not to self-identify. In addition, traditional single census identifiers are increasingly inappropriate in our diverse and blending society. Many programs have begun to increase the pipeline for underrepresented groups into medicine, which will require much effort and commitment over time. Some may ask if a lack of diversity in EM training programs matters. Many of my colleagues state that they consider equally all applicants, and that diversity thus takes care of itself. The data begs to differ. In addition to consideration of who is joining the ranks as our colleagues, our patients continue to suffer from healthcare disparities among racial and ethnic minorities, individuals living in poverty, and LGBT communities (AHRQ 2015).
Obviously our current practices are not moving the bar. One definition of insanity is repeatedly doing the same thing and expecting a different outcome. If we had a failed education method I doubt we would so willingly continue to propagate it, despite failing board scores. GME cannot completely solve this ourselves. We are but a small but significant part of the solution. Often I hear that an applicant is a good or bad “fit” for our program. Human nature is such that someone who “fits” is like us. I do not believe most of my colleagues have conscious bias, but it is difficult to deny that implicit bias is ingrained in our society and medicine in general. Let’s not ask ourselves if the applicant is a good fit for us, but how we can be a better fit for the full spectrum of applicants we receive. A diverse and inclusive educational environment has shown to have many benefits to learners those in underserved communities alike. Many studies have consistently shown that the economic health of cities and Fortune 500 companies alike is enhanced by a heterogeneous workforce. Appreciating and understanding the diverse gifts, background, and accomplishments when evaluating an applicant is an important start: The child from poverty, first to go to college let alone medical school, with no role models—just a burning desire to become a physician. The homeless teenager, kicked out of the house for being LGBT, who worked through college and medical school not falling victim to the astounding rate of depression and suicide in that group. We would bet on their potential, their work ethic, their maturity, and their success in EM despite potentially lower test scores or less impressive traditional lines on their CV. Leaders of EM residencies have amazing dedication not only to the professional, but also the personal, development of our trainees. We individually and collectively can make a difference in making emergency medicine as diverse and inclusive as the practice we love. About the author: Joel Moll is residency program director at Virginia Commonwealth of Virginia (Medical College of Virginia) and president-elect of the SAEM Academy for Diversity and Inclusion (ADIEM).
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ETHICS IN ACTION The Provider: The Second Victim of a Medical Error
SAEM NEWSLETTER | NOVEMBER-DECEMBER 2016
By Naomi Dreisinger, MD
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You are working your shift in the emergency department, it is busy, and there are several acutely ill patients. Using your computerized physician order entry system, you click on an antibiotic order for the patient with pyelonephritis in bed 7, click through a couple of other patient records, and then return to review what needs to be done. Suddenly you realize that you accidentally ordered the antibiotic for the wrong patient— a patient with arm pain who happens to be allergic to the antibiotic you just prescribed. You hurry over to the nurse caring for both patients in hopes that the medication has not yet been administered, but you are too late. Nausea and disgust overcome you, but you pull yourself together because it is the role of the physician to explain to the patient that a mistake was made. You approach the patient to explain the situation.
In the realm of errors, this is a small one. Although the patient is allergic to the medication he received, with appropriate treatment and some observation, he will be fine. Medical errors are currently considered the third leading cause of death in the United States with the emergency department being the third most common place in the hospital (behind the operating room and the patient’s hospital room) where these errors occur. In 1999 the Institute of Medicine released To Err is Human, a report on medication errors in the U.S. Since then, hospital cultures have worked to develop ways to minimize, prevent, and explain medication errors. The concept of explaining what has happened and apologizing to the involved patient and their families has become more common. Yet, despite this culture change in the workplace, one individual has been largely overlooked: the medical provider whose oversight caused the error. Mistakes make providers feel as if we have failed the patient, causing us to second guess our judgment, knowledge, and clinical skills. The provider is therefore the second victim of a medical error. Without a doubt, the first victim—the patient—is of paramount importance. Systems have been created to minimize medical errors, but mistakes still happen. In the ED just about every practitioner has experienced a medical error or a nearmiss event (error that was caught before it occurred.) We are all familiar with that stomach-turning realization of making a bad mistake. As physicians, mistakes make us feel incompetent and useless. We begin to doubt our every move and question our ability to continue in the role of doctor. The event recurs in our minds over and over again, making moving on an extreme challenge. This common occurrence has led to the definition of the second victim: ”a health care provider who is involved in an unanticipated adverse patient event, a medical error, and/or a patient related injury and becomes victimized in the sense that the provider is traumatized by the event.” Mistakes happen every day. It is often difficult to determine why a mistake
"Physicians are the driving force behind our healthcare teams—we are healers and sometimes even heroes— so accepting our role as victim is not easy."
happened. In the past, fingers were often pointed at doctors and nurses, but the culture is changing. The "name, blame, and shame" approach to dealing with patient safety events has become less accepted, but unfortunately, it has not been eradicated—certainly not internally. When a physician makes a mistake there is inevitable guilt. The AMA code of medical ethics appreciates the challenges with the role of a physician when it states “as a member of this profession, a physician must recognize responsibility to patients first and foremost, as well as to society, to other health professionals, and to self.” It is the responsibility of the medical provider to assure the best standard of care for our patients, yet the AMA recognizes that we must also care for one another and for ourselves. Physicians are the driving force behind our healthcare teams—we are healers and sometimes even heroes—so accepting our role as victim is not easy. Evaluation of a provider’s response to his or her error reveals that there are six steps to clinician recovery. The first step occurs immediately after the event, when chaotic thought ensues. This leads to the second step: intrusive reflections (i.e., contemplation on what has happened, often leading to physicians blaming themselves for the situation). The third step happens at this point: the physician must pull himself or
"Without a doubt, the first
SGEM: DID YOU KNOW?
victim—the patient—is of paramount importance. Systems have been created to minimize medical errors, but mistakes still happen." herself together and work to restore his or her personal integrity; this must occur in order for the physician to face the fourth step: inquiry into the event. Individual management varies, but these first four steps are straightforward, ultimately culminating in facing the evaluation of the event. Step five is seeking and obtaining emotional first aid. This step is where an understanding of the second victim becomes necessary. It is the role of the medical institution to develop a culture where emotional first aid exists and group discussion of errors—without playing the blame game —is accepted as therapeutic. Physicians must learn to feel comfortable admitting their errors, because in doing so, the anxiety and guilt that accompanies mistakes can be explained and alleviated. The sixth and final step is moving on, which means learning from the incident, allowing it to help you become a better physician, and ultimately going on to thrive in the clinical environment. This happens best in an environment where open discussion of errors is expected and encouraged. Without a culture like this, physicians may “move on” by dropping out of healthcare all together, or by denying/hiding the incident and not learning from their mistakes. As ED physicians it is our duty to develop a culture that encourages confession of both large and small errors. Although challenging, we should each also work to openly discuss our own errors. Physicians who explore their mistakes not only learn to prevent them in the future, they help themselves and others gain strength and trust in each other. About the Author: Naomi Dreisinger, MD, is a pediatrician who presently serves as the director of the Pediatric Emergency Department at Mount Sinai Beth Israel in Manhattan. She has served in this capacity for the past 12 years.
Incidences of ACL Knee Injuries: Sex Differences Play a Role By Nicole Lau, Medical Student, University of Alabama at Birmingham School of Medicine The passage of Title IX in 1972 resulted in a marked surge in female sports participation in high school and collegiate athletics. With a tenfold increase in female athletes since that time, sex-specific sports injury patterns have also become increasingly apparent. In particular, anterior cruciate ligament (ACL) injuries of the knee represent a specific anatomic area of notable sex discrepancy where women are two to eight times more likely to sustain a tear than men. During adolescence, boys and girls land jumps with similar body kinetics; however after menarche, women are prone to landing with their hips internally rotated, feet flat, with hips and knees fully extended, all of which contribute to ACL injuries. Additionally, females have weaker hamstring strength as compared to quadriceps strength, whereas men typically have equal hamstring and quadriceps strength. The differences in hamstring and quadriceps strength put females at a greater risk for knee injury because hamstring activation and stiffness provide resistance to anterior tibial translation and valgus stress on the knee, both of which put additional strain on the ACL. Lastly, female sex hormone concentrations may also play a role in altering tissue composition around knee musculature. Hormones such as estrogen decrease collagen production and contribute to increased joint laxity. Due to these sex differences in neuromuscular control, leg muscle strength, and hormonal factors, early education of female athletes about proper landing techniques and exercises for enhancing hamstring strength may be critical in avoiding future ACL injuries while keeping women athletes on the playing field.
SGEM “Did You Know?” is a recurring SAEM Newsletter submission designed to present concise facts that demonstrate how patient sex and gender effect emergency care. Submissions to this column are welcome. Please send contributions to coeditors Lauren Walter and Alyson J. McGregor at sgem@lifespan.org. SAEM members who are interested in adding the Sex and Gender in Emergency Medicine Interest Group (SGEM IG) to their membership may do so by 1) logging into the SAEM Website at saem.org, 2) clicking “My Account,” and 3) clicking “Billing.” SAEM members who are already part of the SGEM IG can find more information and resources by visiting the SGEM IG community site: http://community.saem.org/ communities/community-home?CommunityKey=ab6db66f-c94b-4ebf-a9a7-5025b69d606c.
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Understanding the ACGME Milestones By Marc Borenstein, MD, Nicholas Hartman, MD, Jonathan Heidt, MD, MHA, FACEP, and Andrew King, MD, FACEP
(from left to right, top to bottom) Marc Borenstein, MD Nicholas Hartman, MD Jonathan Heidt, MD, MHA, FACEP
SAEM NEWSLETTER | NOVEMBER-DECEMBER 2016
Andrew King, MD, FACEP
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Prior to 1998, the accreditation of residency programs by the Accreditation Council for Graduate Medical Education (ACGME) was focused on process based measures. This system resulted in a sampling of each program in three to five year increments focused on a checklist of items created by the program requirements; however, this design did not prove that competent, independently practicing physicians were being trained. For example, this system could not prove that a resident trained in Los Angeles had similar training and skills as a resident trained in St. Louis. In response to this discrepancy, the ACGME initiated the transition to an outcomes based accreditation system through the development of the Outcomes Project. Through the Outcomes Project, the six core competencies (patient care, medical knowledge, interpersonal communication, professionalism, practice-based learning and improvement, and systems-based practice) for physicians were introduced. Despite eventual integration of the core competencies into program requirements, the measurement of these competencies was challenging. In 2008, the ACGME introduced the concept of Milestones as the next evolution of the core competencies to a model of competency based medical education. The goal of the Milestones Project was to identify specialty specific knowledge, skills, attitudes, and beliefs along with their progression throughout residency. The Milestones Project eventually became a core component of the Next Accreditation System (NAS) which began in 2013. Defining the skills and behaviors needed to practice emergency medicine actually began in 1975 when the first EM Core Content document was created as the basis for the ABEM Certification Examination. Eventually, the core content document evolved into the Model of Clinical Practice of Emergency Medicine (The EM Model) which is updated on a regular basis. In order to develop the EM Milestones, a working group was formed of experts in emergency medicine residency education. The working group used the established ABEM standards for certification,
"The ongoing implementation and evaluation of the ACGME Milestones in EM residency programs presents both a challenge and an opportunity for educators." which evolved from The EM Model, the 2004 Initial Certification Task Force, and the six core competencies as a starting point for milestone development. In addition, several procedure milestones we derived. Verification of the correct placement of the sub-competencies within the milestones was performed through a survey sent to emergency medicine program directors.
Development of Consensus on Evaluation Since the implementation of the EM milestones, there has been many collaborative efforts to determine what tools might be used to assess resident progress. Most notably, the Joint Milestone Task Force was a collaboration between SAEM, ACEP, and CORD to develop and identify best practices surrounding milestone implementation. In the course of their work, they explored challenges in measuring resident achievement as related to each of the individual standards, including those pertaining to care-based, systems-based, and procedural milestones. They also compiled resources that could be applied to measuring each milestone, and published these in the form of a Wiki page, which can be accessed at: http:// emmilestones.pbworks.com. This resource contains a section of “Suggested Milestone Assessment Tools,� which supplies links to tools developed to measure learner behaviors. These tools are somewhat heterogeneous in their derivation and
development, but can provide a useful starting point for residencies and clinical competency committees searching for methods to measure individual milestones. In addition to the work of the Joint Milestones Task Force, individual educators and programs have also endeavored to create and evaluate methods of measuring milestone achievement. For example, the 2016 CORD Academic Assembly included at least nine abstract presentations directly related to the measurement of milestones. These projects ranged from measurement reliability related to milestones to methods using simulation to assess achievement of particular milestones. Further development and dissemination of these sorts of projects could provide tremendous benefit to residency programs seeking to identify evidence-based methods of documenting resident progression and competence.
Evaluating the Milestones Since their implementation in 2013 with seven core specialties (emergency medicine, pediatrics, internal medicine, urology, neurosurgery, diagnostic radiology, and orthopedic surgery), work has been on-going to investigate the effectiveness, reliability, and validity of the ACGME Milestones as assessment tools. Prerequisite to that work has been the need for program participation and data reporting. Currently, that has been nothing short of spectacular with 7498 programs reporting on 117,548 residents and fellows thereby achieving a 99.9% in 2014-2015(1). In their study published in 2013, Korte RC, Beeson et al were able to validate EM milestones “through a milestone assignment process using a computerbased survey completed by program directors and key faculty”(2). Following this in 2015, Beeson, Holmboe et al concluded that the emergency medicine milestones “demonstrated validity and reliability as an assessment instrument for competency acquisition. EM residents can be assured that this evaluation process has demonstrated validity and reliability; faculty can be confident that the Milestones are psychometrically sound; stakeholders can know that the Milestones are a nationally standardized, objective measure of specialty-specific competency acquisition”(3). Currently there are a number of reported benefits pertaining to the use of Milestones that include: a more structured model
"Since their implementation in 2013 with seven core specialties, work has been on-going to investigate the effectiveness, reliability, and validity of the ACGME Milestones as assessment tools." "The use of milestones for assessment creates a wonderful opportunity for educators and education scholars."
for improved feedback to residents and fellows, common model and language within the program and across programs for assessing competencies, the readiness of a resident or fellow for independent, unsupervised medical practice, and an earlier identification of residents and fellows who have encountered difficulty in learning and progressing to mastery of the clinical competencies. Challenges in utilizing the Milestones have also been identified that include: the need for faculty training in the understanding and use of the Milestones as well as the time and resources required for data entry and resident and fellow assessment utilizing the milestones and the Clinical Competency Committee(4).
Future Opportunities and Direction Involving ACGME Milestones The ongoing implementation and evaluation of the ACGME Milestones in EM residency programs presents both a challenge and an opportunity for educators. The challenge involves continuing to refine and build tools that can accurately and helpfully assess resident learning and competence. Currently, this has been a greater challenge than it might first appear. Residency programs are currently using a wide variety of assessment measures and methods to ensure appropriate resident competence. Published data suggest that accurate progress measurement using these tools can be difficult as well as labor intensive, and will likely require improvements in faculty development regarding resident assessment. The use of milestones for assessment also creates a wonderful opportunity for educators and education scholars. The creation of the milestones does, as evidenced by favorable validity data since
their introduction, provide an accurate roadmap to learner development in EM residencies. There exists a strong need for further development of validated, easily reproduced tools that can reliably assess resident progress. Discovery and application of such tools should occupy an important place in the emergency medicine education research agenda. As best practices for milestone assessment are developed, they should be collected and disseminated for uniform use by residencies across the country, as the Joint Milestone Task Force initiated. Such dissemination of tools can help standardize and improve training outcomes across the country. In this way, our use of milestones will achieve the original goals of ensuring broad adherence to evidence-based, outcome focused education. REFERENCES: 1. H olmboe ES, Yamazaki K, et al. Reflections on the First 2 Years of Milestone Implementation. J Grad Med Educ. 2016; 7(3):506-512. 2. Korte RC, Beeson MS, et al. The Emergency Medicine Milestones: A Validation Study. Acad Emerg Med 2013; 20(7):730-5 3. Beeson M, Holmboe E, Korte R, Nasca T, Brigham T, Russ C, et al. Initial Validity Analysis of the Emergency Medicine Milestones. Acad Emerg Med. 2015; 22(7):838–844. 4. The ACGME Milestones Guidebook 2016. www.acgme.org/ Portals/0/MilestonesGuidebook.pdf
About the authors: Marc Borenstein, MD, is professor and vice-chair in the Department of Emergency Medicine at Brookdale University Hospital. Nicholas Hartman, MD, is assistant professor and assistant program director at Wake Forest University Baptist Medical Center. Jonathan Heidt, MD, MHA, FACEP, is assistant professor and Emergency Department Medical Director at the University of Missouri— Columbia. Andrew King, MD, FACEP, is assistant professor and assistant program director at The Ohio State University Wexner Medical Center.
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RESIDENT-STUDENT GUIDE Surviving the Interview Trail By Alex Huh, MD With this year’s interview season well underway, here are some tips on how to get the most out of the interview season.
Get a new suit. Ultimately, a wardrobe revision is necessary from your medical school interview days. No more pleats on pants (that was trendy when our dads were applying for jobs), little break at the ankle, and no bunching over shoes. Slimmer suits are trending, with a theme of simple and streamlined. Good tapers on jackets and slimmer sleeves are for the win. A good place to start is to find suits that are “trim fit” or “slim fit,” and go forward from there. Just remember: Cut the thread connecting the back flaps on your jacket and open up the pockets.
“It has been well documented that going to 1112 interviews in emergency medicine
SAEM NEWSLETTER | NOVEMBER-DECEMBER 2016
gives you a 95%
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chance of matching.”
Forget the iron…Steam! If you use AirBnB, or stay at a friend’s place, realize that not everyone will have an iron and/or board available. In a pinch, some people use the “steam-in-bathroom” trick to iron their shirts. This tried and true (for some) method, entails hanging your clothing in the bathroom while you shower. A better option is to buy a portable steamer, which costs around $45 and weighs much less than an iron.
Fly Southwest Airlines (SWA) In full disclosure, I have no affiliation with this airline. That said, for anyone on the interview trail, this is THE AIRLINE to fly, for multiple practical reasons: Free cancellations. Say program A gives you an interview on November 10 but then you find out that Program B wants to interview you on the same day, and Program B is your “dream program.” SWA lets you cancel/ change tickets without penalty. This also allows you to book flights earlier (while they are cheaper). Free checked bags. SWA allows you to check your bags for free. If you ever find yourself making a large haul to the opposite coast with plenty of luggage, this is a bonus. Control over where you sit. SWA uses an open seating method of boarding, where you are allowed to sit in any seat that’s available. This gives you some protection against sitting next to the fussy and inconsolable 12-month-old—because sometimes you’re just not feeling up to performing a workup for
“fever of unknown origin” on an airplane. Pro tip: set an alarm 24 hours before your flight, and check-in online. The time you check-in correlates to your boarding position. Travel vouchers. SWA often overbooks flights and then asks for volunteers to fly later, which at first sounds horrible, but may turn out to be in your favor. Say you are on a vacation month and finishing up the last of a string of interviews. If you volunteer to fly within 2 hours of your flight, the voucher is $100 + one-way flight value; if greater than 2 hours, it is $300 + one-way flight value. (You can ask how long the delay is before you commit). In my experience, I have not had difficulty redeeming these vouchers, even as a non-VIP, non-credit card holder, poor-student. SWA continues to be above average on flightstats.com for on-time flights in the November-January time block. What is the down-side to flying SWA? Cross-country itineraries are not non-stop, so you will find yourself having to catch a connecting flight most of the time, which of course is time consuming.
Get a rewards credit card with a sign-up bonus. The interview trail is expensive. Given that everyone wants to go to residency to secure their earning potential, much of the money for applications, flights, lodging, transportation, and food is considered “sunk cost” in that there is little or no choice whether to spend it or not. Thus, if your credit score is decent, I recommend getting a credit card that gives you a sign-up bonus. Some of these cards may have an annual fee, but you can cancel them after a year of use and often the annual fee is offset by the sign up bonus. Some of these credit cards also have rental car insurance, free checked bags, flight delay or lost baggage insurance, and other perks, which are all great to have when you are traveling. I used my accrued points to buy international flights during the latter half of fourth year which is notoriously known for…traveling.
Use your away connections Most emergency medicine applicants have done away rotations because it is expected. In doing so, many have met future colleagues whom they will see annually at SAEM, ACEP, and AAEM conferences. Keep
these connections active. They may have the added benefit of providing you an inexpensive place to stay during the interview season.
Bring a deck of cards. Interpret this as you wish. Playing cards is a great pastime for on the road while you are waiting at the airport with one or more of your new interview buddies. Likewise, blank flashcards are useful for writing down what you liked and did not like about each program while it is still fresh in your mind. We often forget this, defaulting back to the printed material which is given to us and is often far less useful than the memory of our actual experiences. Thank you cards are handy for writing a personalized note immediately following the interview, when the meeting is still fresh in your mind.
Interview Broker. Or not. In emergency medicine, many programs use Interview Broker (IB), which is an online, third-party interview scheduler tool. You receive an email from a program once you are invited for an interview. This allows you to browse through the calendar and pick a date that works best for you. Because the tool is linked to your email address, you can go to a screen that lists all of your scheduled interviews in one place. Another useful feature of IB is you do not have to inconvenience interview coordinators (who are notoriously busy this time of year) to move a date or to cancel an interview. This system is far preferable to missing calls from coordinators because you were not able to pick up, and then calling back to find that you are now on a wait list due to that first missed the call. If you are applying to a program that does not use IB, be prepared for phone calls at all times and possibly having to duck out of rounds to take a call. The game-changer: The AAMC is now implementing its own version of IB integrated into MyERAS. It is going live this year, and will have all of the same features IB has provided in the past. It is yet unclear how many programs will adopt the MyERAS interview scheduler.
Do not be an interview hog. It has been well documented that going to 11-12 interviews in emergency medicine gives you a 95% chance of matching. That is a good number to aim for. Part of the reason for not taking on too many interviews is the problem of strategizing how to schedule them. Frontloading sometimes happens when applicants pile on too many low priority programs first, and more-desired interviews last. If your strategy is to “warm-up” like this, then one or two interviews are sufficient. Any more than that is redundant. Also, do NOT overbook interviews. A recent study found that students frequently double book interviews, with AOA students being the greatest offenders. Please give your future colleagues (yes colleagues, NOT competitors) an opportunity to interview too, especially if it is a location at which you do not see yourself living for the next 3-4 years. Ultimately, I recommend that you have a discussion with your advisor to decide the appropriate number of interviews for you.
Day of interview traveling. As we are all taught on airway management: Preparation is key and be aware of your adjuncts/backups. The same applies to interviews. What will you do if the bus or subway is late/packed? What other lines are available? What about a big traffic jam in the morning? When is a good time to call an Uber/Lyft? Having some foresight can spare you distress later. Google maps can now estimate your ETA based on the time of day, and day of week. Look ahead and plot out your course. If you go the public transit route, do not hesitate to carpool with your cointerviewees—especially after the interview! About the Author: Alex Huh, MD is an Resident at UPMC in the Department of Emergency Medicine at the University of Pittsburgh.
DOs: • Bring your A-game. This includes being on time. And remember that every interaction (office staff, resident social events, interviews, tours, lunches, etc.) is a chance for you to shine. Be yourself and bring your best you. • Know your CV. Do not add something to your CV that you are not willing to discuss in the interview. Interviewers will use your CV as a guide for discussion with you. It will be embarrassing if you add something that you cannot discuss intelligently. • Discover the reasons why you are attracted to a program, rather than just the city, friends, or familial ties. Remember, you are trying to convey why you would be a strong fit a particular program and not just a particular city or region. • Consider shadowing. This may or may not be available for every program, however if you are given the opportunity, you can get a good idea of how a particular ED actually functions. • Thank people for their time. Send cards or emails to interviewers and staff members (emphasis on staff members as they are often underappreciated), thanking them for taking the time and effort to host you at their institution. • Be yourself. Don’t be someone you think your interviewers want you to be. It takes too much effort, comes across as insincere, and you run the risk of contradicting yourself. • Be energetic. Don’t be that “The Painfully Enthusiastic” medical student we all know and love from “The 12 Types of Med Students,” but do convey excitement, interact, and engage. People are drawn to positive energy. Enthusiasim sends the message that you want to be there and that you are a good fit. • Consider your deal breakers. If there is something absolutely mandatory for you (e.g., integrated pediatrics, more than one elective block, dedicated research time, or accommodating religious commitments, etc.), try to find out if they are available or not, so you won’t be disappointed. • Take a step back and get a feel for the program. The interview day can be stressful and often goes by in a flash. One moment you are greeting everyone with handshakes and the next you are parting ways from possible future colleagues. It’s easy to feel like you are just through the motions rather than getting a true feel for the program. Any program can provide you with an outstanding education and train you to become a good doctor. Take a moment to reflect about what particular things you want in a program over and above good clinical training, and see if the program can provide that. This includes fellowship, how many sites you will train at, and the atmosphere among residents, faculty, and staff. Discover if their personality fits you.
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The reception desk and living room
The Ali and Danielle Raja Conference Room
The Lawrence Mottely, MD Conference Room
The waiting area and Legacy Wall
The Blomkalns Kitchen
A New Home for Staff, a State-of-Art Training and Collaboration Space for Members SAEM staff recently moved into a new headquarters, completing a ninemonth design and construction project that increased office space by almost double and provides the society with the modern infrastructure it needs to produce professional results. “The move went extremely well. We moved in on September 1, worked through the weekend, and were open for business first thing on Monday morning, with phones and computers operating,” said Megan Schagrin, SAEM CEO. SAEM’s new state-of-the-art office space is a place to network and learn, a place to congregate and collaborate. The new space incorporates goals of SAEM’s strategic plan by allowing for member access to meeting and classroom space and valuable resources that will enhance work capabilities and networking opportunities and accommodate education and training. The new headquarters offers expansive space for meetings, including:
• The Ali and Danielle Raja Conference Room which seats 20 in either classroom or boardroom style • The Lawrence Mottley, MD Conference Room for small group collaborations • The Blomkalns Kitchen, which can accommodate 16 for breakout sessions and dining • The Staff Living Room, which seats up to 20 on comfortable armchairs and sofas Each of the conference rooms, as well as the living room, are equipped with large LED flat screen monitors with Apple TV Airplay for wireless presenting, and built-in workstations with electric and USB boards. In addition, The Mottley Conference Room and The Blomkalns Kitchen have extralarge whiteboards for brainstorming and presentations. Dr. Blomkalns and several members of the Board of Directors visited the new headquarters on September 25, joining staff and their families for the annual staff picnic which this year, also served as the official opening of the new facility.
“The new, beautiful, and modern SAEM home office serves not only as a very conducive work environment for staff, but also a great central location where the society can host courses and facilitate collaborations.” — Andra Blomkalns, SAEM president. SAEM’s new, modern headquarters represents the advancement the society’s members have made as academicians and leaders in emergency medicine education and research. If you’re ever in town we hope you’ll stop by and pay us a visit.
Thank you for donating to the SAEM Leading Edge Fund! Thank you to everyone that supported the SAEM Leading Edge Fund! Your donations surpassed our goal by more than 25%. To view all of the SAEM Leading Edge Contributors, visit www.saem.org/leading-edge. • Academy of Administrators in Academic Emergency Medicine (AAAEM) • Academy for Diversity and Inclusion in Emergency Medicine (ADIEM) • Academy of Emergency Ultrasound (AEUS) • Academy of Geriatric Emergency Medicine (AGEM) • Academy for Women in Academic Emergency Medicine (AWAEM) • Jeanne Basior, MD, FACEP • Steve Bird, MD and AnneMarie Bird • Andra L. Blomkalns, MD • Charles K. Brown, MD • Michael D. Brown, MD and Jill Brown • Clerkship Directors in Emergency Medicine (CDEM)
• Kathleen J. Clem, MD • Mark Courtney, MD and Angi Courtney • Department of Emergency Medicine at the University of Massachusetts Medical School • Department of Emergency Medicine, Beth Israel Deaconess Medical Center • Deborah B. Diercks, MD, MSc • Jonathan Fisher, MD, MPH • Glenn C. Hamilton, MD • Sheryl Heron, MD, MPH • Bob Hockberger, MD and Patty Pickles • James F. Holmes, MD, MPH • Debra E. Houry, MD, MPH • Amy Hideko Kaji, MD, PhD • Christopher Kang, MD • Gabor D. Kelen, MD, FRCP(C)
• Terry Kowalenko, MD • Nathan Kuppermann, MD, MPH • Ian B.K. Martin, MD, MBA • Bernie Lopez, MD • Seth Lotterman, MD • Angela M. Mills, MD • Mark Nagasawa, MA and Kat Nagasawa, MBA • Edward A. Panacek, MD, MPH • Susan B. Promes, MD, MBA • Ali Raja, MD, MBA, MPH and Danielle Raja • Megan Schagrin, MBA, CAE, CFRE • Sandra M. Schneider, MD • Simulation Academy (SIM) • Gregory Volturo, MD • Scott Weiner, MD, MPH • Brian J. Zink, MD
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SOCIAL MEDIA IN ACADEMIC EM Free Open Access Meducation (FOAM) and the Future By Catherine Parker, MD
If you want to know how we practiced medicine five years ago, read a textbook. If you want to know how we practiced medicine two years ago, read a journal.
SAEM NEWSLETTER | NOVEMBER-DECEMBER 2016
If you want to know how we practice medicine now, go to a (good) conference.
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If you want to know how we will practice medicine in the future, listen in the hallways and use FOAM. – from “International EM Education Efforts and E-Learning” by Joe Lex 2012
This is probably one of the most well-known quotes within the FOAM community and why people are so passionate about the FOAM movement. FOAM has the capability to provide real-time knowledge translation to the international emergency medical community.
FOAM content by subject area in the Approved Instructional Resources (AIR) and AIR-Professional (AIR-Pro) series. However, beyond this, little systematic cataloging of FOAM exists. As FOAM continues to expand, the classification of these resources has become imperative.
What is FOAM?
What is the future of FOAM?
The term FOAM was coined over a beer by Dr. Mike Cadogan prior to giving a lecture at the 2012 International Conference on Emergency Medicine. He stated, “It (FOAM) is a way of sharing educational resources— new blogs, podcasts, programs, etc…. It is a way of asking questions pertinent to medical education, research, best practices, and guidelines. It is a way of bringing the global medical community together.” Some examples of FOAM include Life in the Fast Lane (LITFL), a website that provides reading materials on multiple diverse medical topics; FOAMcast, a podcast dedicated to tying new literature to core content; and Academic Life in Emergency Medicine (ALiEM), a blog providing public access to high-quality health professions education and best practices in emergency medicine.
The idea of curation sheds light on a broader, overarching question: How do we identify FOAM content that should be cataloged? Related yet distinct from curation is the question of how we can critically appraise the quality of FOAM content without suffering from information overload, conflicting data, and unregulated sources of information? In stark contrast to traditional publications in medical journals, blogs and podcasts typically have no formalized peer review process or editorial board to assure quality. Dr. Lin belongs to the METRIQ Study team, which has begun to tackle this problem with an evidence-based, scholarly approach. The research team has published various journal articles on a novel Social Media Index, foundational quality indicators for FOAM resources through two consensus groups, and the validity of scoring and decision tools assessing FOAM content quality. In the meantime, no single accepted standard for content quality exists for FOAM resources. This is an exciting time to be a part of the FOAM movement and the global medical community. We are experiencing an astounding growth of diverse, engaging medical education resources that are readily available to us. With the increasing amount of FOAM published every day, the international medical society needs to arrive at a consensus on how to catalog these resources by an agreed-upon definition of quality.
Where is FOAM now? Since its inception, the number of emergency medicine and critical care (EMCC) blogs and podcasts has increased exponentially. Cadogan et al. found that the number of EMCC online resources increased from 3 to 183 between 2002 and 2013. Today, over 300 blogs and podcasts are devoted to FOAM. This explosion of resources begs the question: How can we, as the medical community, use this information effectively? Dr. Michelle Lin, a well-known leader in the FOAM community and editor-in-chief of ALiEM, broaches the need for curation: “Why are we not coming together as a bigger community to pool all of our shared resources and interests in creating a centralized repository?” Currently, LITFL provides a database that lists available blogs and podcasts as well as the LITFL Review, which highlights some the newest and best FOAM resources. Additionally, ALiEM grades and curates
About the Author: Catherine D. Parker, MD, is chief resident, R3, in the Department of Emergency Medicine at the University of Missouri.
SAEM ACADEMIES IN FOCUS Clerkship Directors in Emergency Medicine David Gordon, MD, President What were CDEM’s biggest achievements of 2016?
"I would have two words for anyone considering joining CDEM: Do it! And then talk to your colleagues who are also considering joining and have them do it, too!"
Clerkship Directors in Emergency Medicine (CDEM) is an academy representing the interests of undergraduate medical educators in emergency medicine. CDEM was formed and became SAEM's first academy in 2008. For more information about CDEM, visit the academy’s webpage at saem.org/saem-community/ academies/clerkshipdirectors-in-emergencymedicine-(cdem).
CDEM’s first ever consensus conference, which was an end-of-shift assessment and held at CORD Academic Assembly. This was a multi-year undertaking led by several members of our executive committee. It was extremely well organized and made interactive through an audience response system. Also, EM organizations, and the AAMC on its Standardized Video Interview Research Study. I felt CDEM provided a national and pivotal voice in seeing this initiative evolve into its final form.
What are CDEM’s primary goals for 2017? Increasing membership remains a high priority. Last spring CDEM sent out a survey aimed at understanding the value the academy brings to its membership. The results, in conjunction with follow-up discussion at our SAEM academy meeting, highlighted the importance of networking and community. So we hope to continue to get the word out on how CDEM can support the careers of those involved or interested in undergraduate medical education. Aligned with this goal, we are taking a fresh look at our current committee structure and task force representation. We will be looking for opportunities to improve how our committees advance our academy’s mission as well as trying to bring in new members eager to serve at the national level.
What are some of the big issues facing undergraduate medical educators in emergency medicine and how is CDEM addressing those issues? Emergency medicine educators are always looking to teach better, assess more accurately, and mentor more effectively. CDEM has worked to produce enduring educational resources such as CDEMcurriculum and the instructional video entitled “Patient Presentations in Emergency Medicine.” The end-of-shift assessment consensus conference should translate into new resources; CDEM members continue to work with the NBME on the Advanced Clinical Exam; and the platform for SAEM tests is undergoing transformation. The residency
match continues to stand out as a daunting process, and this year we saw increased difficulty in students finding away rotations. CDEM quickly mobilized to provide a crowdsourced spreadsheet for clerkship directors to populate and students who are looking for available rotations to view. We will continue to work on helping both educators and applicants in navigating the match process.
Does CDEM collaborate with other SAEM academies or EM organizations? We naturally work with other SAEM academies through the Committee of Academy Leaders (COAL) in helping SAEM advance its mission as well as exploring areas of mutual interest across academies. Outside of SAEM, we have always had a vital relationship with CORD. In addition to the CDEM track at the Academic Assembly, we have CDEM members working closely with CORD’s SLOE and Student Advising Task Forces, most recently participating in the development of the eSLOE as well as advising guides for medical students. EMRA is a powerhouse of ideas and energy, and we have appreciated collaborating with them on recent initiatives such as the patient presentations video, EM Day of Service, and the EMRA Match directory. This year we also had the opportunity to collaborate with the Association of Academic Chairs in Emergency Medicine (AACEM) on the AAMC Standardized Video Interview project, and I am hopeful to build off this partnership.
What would you say to someone who is considering joining CDEM? Do it! And then talk to your colleagues who are also considering joining and have them do it, too! Your membership will help our academy grow and continue to advance undergraduate medical education in emergency medicine. In turn, you will find yourself part of an amazing family of educators looking to collaborate and eager to support one another. Speaking from personal experience, CDEM is also an invaluable resource for academic advancement in that it affords opportunities to demonstrate national involvement in emergency medicine. AAAEM/Continued
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ACADEMIES IN FOCUS CONTINUED Academy of Administrators in Academic Emergency Medicine Louis Burton, MHSM, FACHE, President; Antoinette Brooke, MPH, President elect; Greg Archual, Secretary; Ashlee Melendez, MSPH, BSN, Treasurer What, in your opinion, were AAAEM’s biggest achievements of 2016?
"We have a very robust community site at SAEM where questions are asked, answers are given, and issues are addressed on a daily basis."
It has been a great year for AAAEM, among our biggest achievements were: • The development of the AAAEM Strategic Plan. • Continued development of our 2016 Benchmark Survey, including presenting the data at SAEM16, and the beginning of a collaborative dialogue with the Association of Academic Chairs of Emergency Medicine (AACEM) on developing the benchmark survey as a joint project going forward. • Development of a certificate program (Certificate in Academic Emergency Medicine Administration program— CAEMA), which will roll out in 2017, and formally recognizes demonstrated proficiency in the body of knowledge required of administrators in academic emergency medicine. • Our membership, which in the nine years since we were founded, has grown from 30 members to over 100!
SAEM NEWSLETTER | NOVEMBER-DECEMBER 2016
What are AAAEM’s primary goals for 2017?
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The Academy of Administrators in Academic Emergency Medicine (AAAEM) is a professional association for individuals managing the administrative and business functions of an academic department or division of emergency medicine. For more information, please visit the AAAEM webpage: http:// saem.org/saem-community/ academies/academy-ofadministrators-in-academicemergency-medicine(aaaem)
Publishing the benchmark survey of data compiled over the years and continuing to align our membership with the AACEM membership and capitalizing on our joint working relationship. Another goal is to implement goals that were identified in our strategic plan: • Increase recognition of AAAEM and its members in peer reviewed journals through presentation of content and research at regional and national meetings. • Continue to increase our membership by enhancing our marketing efforts, including building the AAAEM website. • Roll out the Certificate in Academic Emergency Medicine Administration (CAEMA) program
What are some of the big issues facing academic emergency medicine administrators and how is AAAEM addressing those issues? • Making sure we stay current and responsive amidst a constantly changing landscape. • Developing leadership for the future, which means in part, figuring out how to bring along our junior administrators. • Addressing the work/life balance expectations of millennials as they join our faculty.
• Dealing with competition from private entities for faculty recruitment and with the financial pressures placed on emergency medicine by payers, COM, and the hospitals that we staff; making sure that we are compensating our faculty appropriately. These are some of the issues facing us. Fortunately we have a very robust community site at SAEM where questions are asked, answers are given, and issues like this are addressed on a daily basis.
Does AAAEM collaborate with other SAEM academies or EM organizations? If so, which ones, in what way, for what purpose, and to what effect? We collaborated with the Academy for Diversity & Inclusion in Emergency Medicine (ADIEM) and the Academy for Women In Academic Emergency Medicine (AWAEM ) to collect data for our benchmark survey and, of course, we work hand-in-hand with AACEM on the survey. Many of the chairs are also members of the benchmark committee. We also share equally with AACEM in the financial responsibilities for our annual joint retreat, which is co-chaired by both of our groups. In the monthly COAL (Council of Academic Leaders) calls we address issues that come up that academy leaders can assist us with—such as how we can increase our membership and improve participation—and many of them have, in turn, approached us asking to have questions included on our benchmark survey. Finally, AAAEM engages with the society as a whole. For example, Jim Scheulan has become a staple at SAEM annual meetings, presenting our benchmark survey four years in a row now.
What would you say to someone who is considering joining AAAEM?
AAAEM is a special group of incredibly talented people who support each other. More specifically, AAAEM provides opportunities for networking, including valuable one-on-one time spent working and collaborating with chairs and for mentorship, which shortens the learning curve for new administrators and cannot be underestimated. In addition, the AAAEM community site is a quick and reliable resource for questions and answers. Finally, there’s our annual retreat. We work hard and cover a lot of great information in those two days!
BRIEFS AND BULLET POINTS SAEM NEWS Nominations are Open for SAEM Leadership Positions
SAEM is accepting nominations the Board of Directors, SAEM Committees, Executive Committees of SAEM’s Academies, and the Executive Committee of the Association of Academic Chairs of Emergency Medicine (AACEM). Your participation enables you to lend your leadership and vision to the SAEM community and to contribute to defining its path forward. If you are interested in serving or nominating a fellow member, please visit the nominations webpage (saem.org/about-saem/leadership) to begin the nomination process. The nomination deadline for all positions is December 2, 2016.
Military Membership is Now Available SAEM is now offering active duty military memberships. This membership category applies to faculty members who work for the military full time, live on a military base, and can be deployed at any time. If you are a current member of SAEM and feel you qualify for this membership, please contact membership@saem.org or call the membership department at SAEM headquarters at (847) 813-9823 to have your membership category updated.
SAEM Interest Groups Are Now Free and Unlimited Now you can enjoy free, unlimited access to as many SAEM interest groups as you care to join. With more than 25 specialized interest groups from which to choose, it might be a great time to explore some new interests at no extra cost. Check out our complete list of interest groups at saem. org/saem-community/interest-groups, then log in to your SAEM member profile (saem. org/login) and join one today!
Attention Faculty Members: It’s Time to Renew your Dues Your SAEM membership is the key to accessing valuable resources from SAEM OnDemand, the Career Center, academies, committees and interest groups. Renew today at saem.org. Questions about your membership? Contact membership@saem.org or call the membership department at SAEM headquarters at (847) 813-9823.
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The next time you shop online, start at smile.amazon.com, search for SAEM Foundation, select and pay for your purchase, and Amazon will donate 5% of your purchase price to emergency care research and education.
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Donate Your Honorarium and Save $$$ During Tax Season Award recipients and conference speakers who receive speaker fees or honoraria may donate their prizes to one or more of the designated funds of the SAEM Foundation. To find out how you can donate your honorarium, and potentially avoid taxable income, please visit saem.org/saemfoundation/ways-to-give/honoraria-andspeaker-fees at the SAEM Foundation website.
SAEM INTEREST GROUPS Disaster Medicine Ritu R. Sarin, MD and Eric Goralnick, MD
Disaster Medicine IG Developing Disaster Medicine Curriculum for EM Residencies The SAEM Disaster Medicine Interest Group leadership has partnered with the Council of Residency Directors, the ACEP Disaster Medicine Section, and the National Association of EMS Physicians (NAEMSP) to utilize the disaster medicine literature to tailor specific training goals targeted at EM residencies. These organizations are working to create a consensus document focused on the most necessary skills to make an emergency medicine physician successful during a time of crisis until additional resources can be activated. This process initiated with a focus group at ACEP in 2015 and continued with a consensus meeting of an expert panel at SAEM16. Further meetings will take place at ACEP in 2016. Our goal is to have critical competencies and specific training opportunities that can be incorporated into EM residencies approved by all organizations by 2017.
Annual Meeting Registration Opens December 1! Host a meeting, symposium, or other satellite event in the days before, during, or after SAEM17 for a unique opportunity to interact with the thousands of emergency medicine physicians and researchers from around the world who attend SAEM's annual meetings. For more information visit saem.org/annual-meeting/exhibitorssponsors/satellite-symposia or contact Holly Byrd-Duncan at hbyrdduncan@saem. org. The application to host one of these events is due by February 1, 2017.
Calls for Abstracts, Innovations, and IGNITE! The deadline for submitting Abstracts, Innovations, and presentations for IGNITE sessions is November 21, 2016. Abstracts. Authors are invited to submit original emergency medicine research in 38 different categories. Abstract acceptance letters will be sent to submitters January 31, 2017. For more information: saem.org/annual-meeting/ education/call-for-abstracts Innovations. During SAEM17 in Orlando, innovations will be presented either as oral presentations or as tabletop, handson demonstrations—bringing diverse leaders together to cultivate new ideas and approaches to medical education and patient care. For more information: saem. org/annual-meeting/education/call-forinnovations IGNITE! Imagine 20 sides, advancing every 15 seconds, while you talk for only 5 minutes. That’s IGNITE—A fast-paced, crowd-pleasing presentation opportunity. For more information: saem.org/annualmeeting/education/call-for-ignite!
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May 16-19
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SAEM ACADEMIES
The CAEMA program provides education and a certificate for those who attend the program and demonstrates proficiency in the body of knowledge required of administrators in academic emergency medicine. The program encompasses resident education, post residency training, inclusion of medical students, and research in emergency medicine. For more information, including a registration link, visit http://saem. org/education/certificate-in-academicemergency-medicine-administration.
Launching in January 2017 Academic Emergency Medicine Education and Training (AEM E&T) invites your submissions of original work related to knowledge transfer achieved by testing new methods to enhance the skill, knowledge retention and professionalism of emergency care providers in training around the world. Launching in January 2017 as an online only peer-reviewed journal, AEM E&T is the new companion journal to Academic Emergency Medicine (AEM) and is dedicated to the publication of papers focused on the advancement of education and training in emergency medicine. Information, including Authors Guidelines, is available online at aem-e-t.com. Submit your paper to mc.manuscriptcentral.com/aemet.
Early Registration for the AACEM/AAAEM Annual Retreat Ends December 9
Call for Peer Reviewers for the New AEM E&T
Academy of Administrators in Academic Emergency Medicine (AAAEM) Certificate in Academic Emergency Medicine Administration
The 9th Annual AACEM/AAAEM Retreat takes place March 19-22, 2017 at the Trump International Beach Resort in Miami. This year’s retreat will focus on innovation in clinical care, education, research and innovation, and entrepreneurship. For more information, including a registration link, visit http://saem.org/meetings/aacem-aaaemannual-retreat.
SAEM JOURNALS Academic Emergency Medicine Education and Training (AEM E&T) Submit your artwork for the cover of the new AEM E&T! SAEM’s new journal, Academic Emergency Medicine Education and Training (AEM E&T) is soliciting submissions of drawings, paintings, or photographs, to illustrate the cover of AEM E&T. We are looking for submissions that demonstrate unique artistic vision and creativity with a theme that relates to education and training in emergency medicine. Any SAEM member may submit artwork. The artwork selected will be featured on the front cover of the journal and a summary of the subject of the artwork and its relevance to emergency medicine education and training, as well as the artist’s name and affiliation will be printed in the corresponding AEM E&T issue. For full information, visit the AEM E&T webpage: www.aem-e-t.com.
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AEM E&T Invites Your Submissions
If you are interested in reviewing manuscripts for the new Academic Emergency Medicine Education and Training (AEM E&T) journal, the editorial board would like to invite your participation. To be considered as a peer reviewer for AEM E&T, please email the following information to sroseen@saem.org: • A completed Call for Reviewers Form (download www.aem-e-t.com) which asks for areas of expertise to help us assign articles • Your current curriculum vitae (this should include any service you have as a reviewer for peer-reviewed journals) • A brief statement outlining your previous peer review experience and why you’re interested in reviewing for AEM
Academic Emergency Medicine (AEM) AEM Journal Goes Digital Starting in January Starting with the January 2017 issue, AEM will be an online-only publication. Subscribers and SAEM members will no longer receive printed issues of the journal. The change will result in improved services for SAEM members and make AEM’s scholarly content more readily accessible and feature-rich, with full reference linking, article sharing, embedded videos, audio casts, expandable images, and more! Get the FAQs in the accompanying sidebar.
AEM Transition To Online Only Answers to Your Questions
How will I access Academic Emergency Medicine (AEM) starting in January 2017? All AEM content will continue to be hosted on Wiley Online Library (saemjournal.com) and SAEM members will continue to be able to access content by logging in at saem.org and accessing the journal via the trusted proxy server link. How can I keep up to date with the publication of new content? The easiest way to keep up-to-date with the latest AEM content is to sign up to receive New Content Alerts via email. These alerts can be customized so you’ll be notified on a monthly basis when the latest issue is available, or, if you want more frequent updates, you can be notified when the latest Accepted and Early View articles are published online. To sign up for the New Content Alert service, please visit saemjournal. com and click “Get New Content Alerts” under Journal Tools on the upper left of the page. Can I use my mobile devices to access content? Yes. The online Anywhere Articleresponsive HTML format adapts to any device — desktop, tablet, or mobile — to provide the optimal reading experience. Additionally, the AEM app is available in iOS by downloading via the Apple App store. SAEM members can sign in using their member login and password in order to gain access to content. Can I keep a print subscription? Yes. Print-on-demand subscriptions will continue to be available for order at and additional cost from the Sheridan Press. Interested members will be able to order these at http://pod.sheridan.com/. I see the latest issues posted online, but what are Early View and Accepted Articles? Early View articles are the final published versions of articles that post online prior to their being compiled into an issue of the journal. Accepted Articles are the unedited final versions of authors’ manuscripts that are posted upon acceptance. Accepted versions of articles are replaced with their Early View equivalent once full editing, typesetting, and proofing has been completed. Both versions are fully citable and discoverable on PubMed.
SAEM REGIONAL MEETINGS 2016 Midwest Regional Meeting
“A National Caliber Meeting Presented on the Local Level” Nearly 200 participants from eight different states attended the 2016 Midwest Regional Meeting, September 8-9, hosted by the Indiana University School of Medicine at its new Eskenazi Healthcare campus in Indianapolis. The keynote speaker was Dr. Judith Tintinalli, professor emeritus at the University of North Carolina and chief editor of Tintinalli’s Emergency Medicine Manual, who spoke on the topic “Serendipity in Emergency Medicine.” SAEM presidentelect Dr. D Mark Courtney followed with an overview of SAEM and a talk urging active involvement in the society as a means for professional growth and advancing the academic EM specialty. The morning session continued with 22 lightning oral abstracts selected from the top submissions from around the Great Plains and Midwest regions. Dr. Stacey Poznanski, immediate past-president of AWAEM, delivered an enthralling presentation entitled “Tips and Tricks on the Resuscitations of Your Own Life.”
This was followed by a didactics series directed toward increasing engagement in emergency medicine and learning in the age of millennials and social media. The afternoon session featured research posters showcasing work being conducted by Midwest and Great Plain medical students, residents and faculty. A Sim Wars competition highlighted the afternoon. SonoGames, ran concurrently, with six teams put through a variety of scenarios that tested their knowledge and ability in all things Ultrasound. The day finished with a didactic presented by leaders from SAEM, AAEM, and CORD.
2016 Great Plains Regional Meeting Critical Thinking Headlines Well-Attended Event Close to 200 registrants attended the SAEM Great Plains Meeting, September 24, 2016, at the University of Iowa Carver College of Medicine Department of Emergency Medicine in Iowa City. The meeting theme was “The Critical Thinking Imperative in Emergency Medicine.” The conference was convened with a keynote address by Pat Croskerry, MD, PhD, FRCP(Edin) entitled “The Critical Thinking Imperative in Emergency Medicine.” Dr. Croskerry is professor of emergency medicine, director of the Critical Thinking Program at Dalhousie University in Halifax, Nova Scotia, and an internationally recognized expert in cognitive bias and diagnostic failure. Following his talk was a panel discussion pertaining to how our understanding of critical thinking can be incorporated better into medical training. Researchers from around the region presented their work at a series of plenary research presentations, lightning oral presentations, and moderated posters. Each of the posters was divided into a group by topic, led by a senior expert in each content area.
IN OTHER NEWS ACCM and EMS Practice Pathways Closings
The practice pathway for Anesthesiology Critical Care Medicine (ACCM) will close in 2018 on the final date of the 2018 ACCM application cycle. The practice pathway for Emergency Medical Services (EMS) will close in 2019 on the final date of the 2019 EMS application cycle. If you have any questions about subspecialty certification, please contact ABEM at subspecialties@ abem.org, or 517-332-4800, ext. 387.
CALLS AND SUBMISSIONS Calls for Papers 2017 AEM Consensus Conference May 16-19, 2017, Hyatt Regency, Orlando, FL Submission deadline: April 17, 2017 Catalyzing System Change Through Health Care Simulation: Systems, Competency, and Outcomes. For information contact the conference cochairs William Bond, MD (William.F.Bond@ jumpsimulation.org), Rosemarie Fernandez, MD (fernanre@comcast.net), and Joshua Hui, MD (joshhui@gmail.com)
Calls for Proposals 2019 AEM Consensus Conference May 14-17, 2019, The Mirage CasinoHotel, Las Vegas, NV Submission deadline: April 8, 2017 For details & instructions visit: www.saem.org/meetings/future-dates
Several concurrent sessions were held throughout the remainder of the day, including a pre-meeting medical student breakfast panel, “Ask the Expert: Thinking about EM, Applying to EM,” hosted by Mike Takacs, MD, and a panel discussion, “Mind the Gap: How Female Physicians Successfully Navigate Leadership in Emergency Medicine” hosted by Natasha Wheaton, MD. Medical student teams competed in a SimWars competition, run by Dan Miller, MD. The competition relied on a huge number of volunteer judges, actors, and confederates who made simulated patient care scenarios realistic. The University of Missouri-Kansas City took home the trophy.
2020 AEM Consensus Conference May 12-15, 2020, The Sheraton Denver Downtown Hotel, Denver, CO Submission deadline: April 8, 2018 For details & instructions visit: www.saem.org/meetings/future-dates
SUBMIT CONTENT The SAEM Newsletter “Briefs and Bullet Points” section publishes academic appointments and announcements, calls and submissions, event and meeting dates, deadlines, and SAEM Academy, Committee, Interest Group, and Task Force news and information. Send all content (50 to 75 words each) to newsletter@saem.org. The next content deadline is December 1, 2016 for the January/February 2017 issue.
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ACADEMIC ANNOUNCEMENTS Oregon Health & Science University School of Medicine K. John McConnell, PhD, MS, MA was promoted to professor with tenure in the Department of Emergency Medicine at the Oregon Health & Science University School of Medicine. Dr. McConnell was the recent recipient of a R01 grant award from the National Institute on Minority Health and Health Disparities entitled “Assessing the Potential for a State Medicaid Reform Model to Reduce Disparities.” This 4-year, $2.4 million grant aims to provide information on the effectiveness of Medicaid reforms that target the reduction of racial and ethnic disparities, as well as measure the effectiveness of community health workers and related approaches that can be adopted across Medicaid programs. Dr. McConnell has conducted research in Oregon for more than 14 years and has written more than 80 peerreviewed articles. As the director of the Center for Health Systems Effectiveness, Dr. McConnell leads a team of statisticians and economists focused on developing evidence on policies and delivery system interventions that can improve the value of the health care system.
Duke University Dr. Paula Tanabe, PhD from Duke University has been awarded U01HL133964 by NHLBI for $4.6 million over 6 years to study implementation of NHLBI guidelines for care of patients with sickle cell disease. The grant allows her and collaborator, Caroline Freiermuth, MD, to provide web based decision aids to providers, nurse care managers and patient/peer coaches to improve outcomes for individuals with sickle cell disease. They also aim to improve patient outcomes as well as shift healthcare use from emergency departments and specialty care only, to primary and specialty care. They will conduct a community needs assessment and participate in the NHLBI registry associated with the project.
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University of Massachusetts Steven Bird, MD, FACEP, FACMT, has been promoted to professor of emergency medicine at the University of Massachusetts (UMass) Medical School as of April 2016. Dr. Bird serves as the vice chair of education and the residency program director. He is a graduate of the Fellowship in Toxicology in the department of emergency medicine at the University of Massachusetts Medical School and a graduate of the UMass EM Residency Program where he served as chief resident. Dr. Bird additionally served in the United States Navy Medical Corps as a flight surgeon and researcher in neurosurgery. He also served as a general surgery intern at the Naval Medical Center San Diego. He is a AOA graduate of the Northwestern University Medical School in Chicago, IL and graduated Cum Laude from Yale University.
University of Chicago Aasim I. Padela, MD, has been promoted to associate professor of emergency medicine at the University of Chicago. Dr. Padela is a clinicianresearcher and bioethicist whose scholarship lies at the intersection of community health and religion. He utilizes diverse methodologies from health services research, religious studies, and comparative ethics to examine the encounter of Islam with contemporary biomedicine through the lives of Muslim patients and clinicians, and in the scholarly writings of Islamic authorities. Willard W. Sharp, MD, Ph.D, assistant professor of medicine, and his lab team, were recently awarded a 5-year NIH R01 award totaling $1.97 million. The grant, titled. “Pharmacological Induced Torpor/ Hypothermia as a Novel Therapy for Improving Post-cardiac Arrest Outcomes,” uses cellular, tissue, and animal models
to investigate the effects of hypothermia/ cooling in the setting of cellular ischemia and cardiac arrest. Unlike current clinical strategies of physically cooling patients after cardiac arrest, Dr. Sharp’s grant focuses on developing agents that decrease patient’s metabolic rate in order to induce hypothermia. This work will hopefully lead to new treatment strategies for post-cardiac arrest patients. This grant builds on Dr. Sharp’s prior NIH K08 award and an award from the University of Chicago’s Women’s Board.
Brown University Jason B. Hack, MD, FACEP, FACMT, director for the division of medical toxicology at Brown University, was recently promoted to the rank of full professor in the department of emergency medicine at the Warren Alpert Medical School in Providence, RI. Dr. Hack obtained his medical degree from the State University of New York Downstate Medical Center and completed his residency and medical toxicology fellowship in the emergency department of Bellevue Hospital Center/ New York University. Dr. Hack is board certified in emergency medicine and medical toxicology.
The Ohio State University Diane L. Gorgas, MD, was recently promoted to full professor in the Department of Emergency Medicine at The Ohio State University and has been appointed executive director for Graduate Interdisciplinary Studies in Global Health and the Office of Global Health at The Ohio State University. In this capacity Dr. Gorgas directs all international health programs in conjunction with the Colleges of Medicine, Nursing, Pharmacy, Public Health, Veterinary Medicine, Optometry, Dentistry and the Office of International Affairs. Dr. Gorgas received her MD degree from Case Western Reserve School of Medicine and completed her residency in emergency medicine at the University of Cincinnati.
Yale University School of Medicine Department of Emergency Medicine Fellowship Programs For specific information including deadlines and requirements, visit: http://medicine.yale.edu/emergencymed/ The Research fellowship is a 2-3 year program focused on training clinician scholars as independent researchers in Emergency Medicine. Scholars will earn a Master of Health Sciences degree from Yale combining clinical experience with extensive training in research methods, statistics and research design. With the guidance of research content experts and professional coach mentors, the scholar will develop a research program, complete a publishable project and submit a grant application prior to completion of the program. The program is credentialed by the Society for Academic Emergency Medicine. For further information, contact Steven L. Bernstein, MD, steven.bernstein@yale.edu. The fellowship in Emergency Ultrasound is a 1 or 2 year program that will prepare graduates to lead an academic/community emergency ultrasound program. The 2-year option includes a Master of Health Sciences with a focus on emergency ultrasound research. This fellowship satisfies recommendations of all major societies for the interpretation of emergency ultrasound, and will include exposure to aspects of program development, quality assurance, properties of coding and billing, and research. The program consists of structured time in the ED performing bedside examinations, examination QA and review, research into new applications, and education in the academic/ community arenas. We have a particular focus on emergency echo and utilize state of the art equipment, as well as wireless image review. Information about our Section can be found at http://medicine.yale.edu/emergencymed/ultrasound/. For further information, contact Chris Moore, MD, RDMS, RDCS, chris.moore@yale.edu, or apply online at www.eusfellowships.com. The fellowship in EMS is a 1-year program that provides training in all aspects of EMS, including academics, administration, medical oversight, research, teaching, and clinical components. The ACGME-accredited program focuses on operational EMS, with the fellow actively participating in the system’s physician response team, and all fellows offered training to the Firefighter I or II level. A 1-year MPH program is available for fellows choosing additional research training. The fellowship graduate will be prepared for a career in academic EMS and/or medical direction of a local or regional EMS system, and for the new ABEM subspecialty examination. For further information, contact David Cone, MD, david.cone@yale.edu. The Administration fellowship is a new 2-year program that will prepare graduates to assume administrative leadership positions in private or academic practice. By having an active clinical practice in our department, the fellow will acquire experience in all facets of emergency department clinical operations. Fellows will complete the Executive MBA program at the Yale School of Management and a clinical Emergency Medicine Administrative Fellowship. In addition, the candidate will play a leadership role on one or more projects from the offices of the Chair and Vice Chair for Clinical Operations. For further information, contact Andrew Ulrich, MD, andrew.ulrich@yale.edu. The Global Health and International Emergency Medicine fellowship is a 2-year program offered by Yale in partnership with the London School of Hygiene & Tropical Medicine (LSHTM). Fellows will develop a strong foundation in global public health, tropical medicine, humanitarian assistance and research. They will receive an MSc from LSHTM, a diploma in Tropical Medicine (DTM&H) and complete the Health Emergencies in Large Populations (HELP) course offered by the ICRC in Geneva. In addition, fellows spend 6 months in the field working with on-going Yale global health projects or on an independent project they develop. For further information, contact the fellowship director, Hani Mowafi, MD, MPH, hani.mowafi@yale.edu. NIDA K12: Partnering with Yale’s Clinical and Translational Sciences (CTSA), Robert Wood Johnson Foundation Clinical Scholars Program, the Center for Interdisciplinary Research on AIDS (CIRA) and the VA Connecticut Healthcare we are offering the Yale Drug Abuse, HIV and Addiction Scholars K12 Research Career Development Program. The DAHRS K12 Scholars Program provides an outstanding 2-3 year research training experience that offers a Master of Health Science, a mentored research program as well as career and leadership development activities. For further information, contact Gail D’Onofrio, MD, MS, gail.donofrio@yale.edu. The Wilderness Medicine fellowship is a 1-year program that provides the core content of medical knowledge and skills in being able to plan for and to provide care in an environment that is limited by resources and geographically separated from definitive medical care in all types of weather and evacuation situations. The fellow will be supported to obtain the Diploma in Mountain Medicine and other Wilderness Medical education. The fellow will become a leader and national educator in the growing specialty of wilderness medicine. For further information, contact David Della-Giustina, MD, FAWM, david. della-giustina@yale.edu. The Medical Simulation fellowship is a 1-year program that provides training in all aspects of simulation education, including high fidelity mannequin simulation with computer program training, acquisition of debriefing skills and procedural simulation. The fellow will participate in all educational programs for medical students, residents and faculty at the new Yale Center for Medical Simulation (opened the winter of 2014-15). The fellow will receive training in research methodology through the Research Division of the Department of Emergency Medicine and participate in the medical education fellowship through Yale Medical School. The fellow will attend a one week Comprehensive Instructor Workshop at the Institute for Medical Simulation in Boston. The fellow will also have the opportunity to participate in an international exchange through the Yale-China Association Xiangya School of Medicine. For further information, contact Leigh Evans, MD, leigh.evans@yale.edu. The Clinical Informatics fellowship is a 2-year program that provides ACGME-approved training in all aspects of clinical informatics. The program is administered through the Yale Department of Emergency Medicine. In the first year, the fellow will rotate between the Yale-New Haven Health and Veterans Affairs. Major blocks will be devoted to electronic health records, clinical decision support, databases and data analysis, and quality and safety. Experiential learning will be combined with didactic classes and conferences. The second year is dedicated to advanced learning and project leadership. The fellow will attend the American Medical Informatics Association annual meeting. The program prepares fellows for Clinical Informatics Board examination. For further information, contact Cynthia Brandt, MD, PhD, cynthia.brandt@yale.edu or Richard Shiffman, MD, richard.shiffman@yale.edu. All require the applicant to be BP/BC emergency physicians and offer an appointment as an Instructor to the faculty of the Department of Emergency Medicine at Yale University School of Medicine. Applications are available at the Yale Emergency Medicine web page http://medicine. yale.edu/emergencymed/ and are due by November 15, 2016 with the exception of the Wilderness Fellowship, which are due by October 15, 2016. Yale University and Yale-New Haven Hospital are affirmative action, equal opportunity employers and women, persons with disabilities, protected veterans, and members of minority groups are encouraged to apply.
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Department of Emergency Medicine The Department of Emergency Medicine of the Perelman School of Medicine at the University of Pennsylvania is seeking candidates for several Assistant, Associate, and/or Full Professor positions. Faculty candidates who have strong academic and leadership potential combined with a strong desire to be part of an outstanding, highly motivated and highly productive group of colleagues are urged to apply.
• Assistant, Associate & Full Professor Clinician-Educator track (non-tenure): We are seeking candidates for several Assistant, Associate, and/or Full Professor positions in the non-tenure clinician-educator track. The successful applicant will have experience in the field of Emergency Medicine. Applicants must have an M.D. degree and have demonstrated excellent qualifications in education, research, and clinical care. Board-eligible or board certified in Emergency Medicine. Of particular interest are candidates with demonstrated clinical or academic interest and/or additional fellowship or post-residency research methodology training or desire to focus in the following areas: critical care, clinical research (particularly clinical trials), medical education, resuscitation, and rural-urban medicine partnerships. An exclusive nocturnal reduced clinical schedule is available for any of these positions. Clinician-Educator track applicants will be expected to show evidence of scholarship and may perform collaborative research. APPly OnlinE AT: https://www.med.upenn.edu/apps/faculty_ad/index.php/g321/d4325
• Assistant, Associate & Full Professor Tenure track: We are seeking candidates for several Assistant, Associate, and/or Full Professor position in the tenure track. The successful applicant will have experience in the field of Emergency Medicine. Applicants must have an M.D. degree and have demonstrated excellent qualifications in education, research, and clinical care. Board-eligible or board certified in Emergency Medicine. Of particular interest are candidates with demonstrated clinical or academic interest and/or additional fellowship or post-residency research methodology training or desire to focus in the following areas: critical care, clinical research (particularly clinical trials), medical education, resuscitation, and rural-urban medicine partnerships. An exclusive nocturnal reduced clinical schedule is available for any of these positions. Tenure track applicants will be expected to establish and maintain independent, extramurally funded research. APPly OnlinE AT: https://www.med.upenn.edu/apps/faculty_ad/index.php/g321/d4327
• Assistant, Associate & Full Professor Academic Clinician track: We are seeking candidates for several Assistant, Associate, and/or Full Professor positions in the non-tenure academic-clinician track. The successful applicant will have experience in the field of Emergency Medicine. Applicants must have an M.D. degree and have demonstrated excellent qualifications in education and clinical care. Board-eligible or board certified in Emergency Medicine. Of particular interest are candidates with demonstrated clinical or academic interest and/or additional fellowship or post-residency research methodology training or desire to focus in the following areas: critical care, clinical research (particularly clinical trials), medical education, resuscitation, and rural-urban medicine partnerships. An exclusive nocturnal reduced clinical schedule is available for any of these positions. Academic Clinician track applicants are not required to do research. APPly OnlinE AT: https://www.med.upenn.edu/apps/faculty_ad/index.php/g321/d4326
Penn Medicine is comprised of three hospital emergency departments and observation units (Hospital of the University of PennsylvaniaHUP; Penn-Presbyterian Medical Center-PPMC; and Pennsylvania Hospital-PAH) with a combined annual emergency department census of 145,000 visits. Each site has a unique, diverse, highly acute patient population consisting of local and referral patients. Penn Medicine is a world class academic institution with superb clinical facilities and programs, the number two ranked medical school in the nation, and a rich and collegial research environment. The Department of Emergency Medicine has a 4 year, highly successful, academically oriented residency program with 44 residents, multiple fellowships including one of only six niH funded K12 clinical research fellowships and several nationally acclaimed research programs housed within its Center for Resuscitation Science and the Center for Emergency Care Policy Research. There are over 90 faculty across the three sites and there are close academic affiliations and programmatic alliances with the Children’s Hospital of Philadelphia and the Philadelphia Veterans Affairs Medical Center. Faculty positions will be structured across multiple sites according to skills, interest and clinical availability.
We seek candidates who embrace and reflect diversity in the broadest sense.The University of Pennsylvania is an EOE. Minorities/Women/Individuals with disabilities/Protected Veterans are encouraged to apply.
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Sign up for the 2017‐18 AACEM Chair Development Program! First session starts January 9, 2017 What is the CDP and why was it created?
Who can participate in the CDP?
The AACEM Chair Development Program (CDP) is a leadership training initiative, now in its 4th year, designed to enhance the capabilities and effectiveness of new and aspiring academic emergency medicine department chairs through skill development, advising, and mentorship. By creating more informed and capable chairs, we hope to improve patient care, education, and research in emergency medicine.
Those eligible for the program include current EM chairs who are within 4 years of their start date at the beginning of the program, and vice chairs or associate chairs who wish to advance to become chairs. Other developing EM leaders may also apply. Selection: Each class of participants will have 15‐16 members. Interested candidates must submit an application form (see below). Preference is given to existing chairs.
What type of leadership training does the CDP offer? The CDP consists of ve leadership training sessions averaging 8‐10 hours, for a total of 40‐50 in‐person training hours. Sessions will provide new and aspiring chairs with practical, emer‐ gency‐medicine‐specic leadership training and will be held near the SAEM headquarters in Des Plaines, IL (close to Chicago’s O’Hare Airport), and in conjunction with the AACEM/AAAEM Retreat, the SAEM Annual Meeting, and the ACEP Scientic Assembly. CDP faculty instructors include experienced EM chairs, deans and administrators, as well as other leadership develop‐ ment experts. We will focus on areas that may not be covered in other leadership courses. Personal advising and mentorship will be provided. Participants are required to attend at least four of the ve offered sessions, and to complete readings and assignments for those sessions they cannot attend. All participants must attend the rst and last sessions of the CDP. Partici‐ pants will receive a certicate from AACEM upon completion of the program.
How much does it cost? Tuition is $3,950 for the course, with travel and lodging expenses paid by the participant.
When does it start? The rst session of the AACEM CDP will begin on January 9, 2017 at SAEM Headquarters in Des Plaines, IL.
Applications are due November 11, 2016.
For application materials, please contact Céleste Carrière at ccarriere@lifespan.org For more information on the program, please contact Brian Zink, MD, Brian_Zink@brown.edu or call 401‐444‐5141.
BRIGHAM AND WOMEN'S HEALTHCARE ACADEMIC EMERGENCY MEDICINE PHYSICIANS, DIVISION OF EMERGENCY ULTRASOUND
BRIGHAM AND WOMEN'S HEALTHCARE ACADEMIC EMERGENCY MEDICINE PHYSICIANS, SIMULATION/ MEDICAL EDUCATION
The Department of Emergency Medicine at Brigham and Women’s HealthCare (BWHC) is seeking emergency medicine physicians for the department’s Division of Emergency Ultrasound. The Division of Emergency Ultrasound at Brigham and Women’s Hospital oversees point-of-care ultrasound education, credentialing and daily administrative operations at Brigham and Women’s Hospital and Brigham and Women’s Faulkner Hospital. More information may be found at: http:// www.fa.hms.harvard.edu/docs/ads_junior/378Jr_BWH_inst.asst. assoc.emergencymed.ultrasound_8-25-16.pdf
The Department of Emergency Medicine at Brigham and Women’s HealthCare (BWHC) is seeking emergency medicine physicians for The Simulation, Training, Research and Technology Utilization System (STRATUS) Center for Medical Simulation. STRATUS is dedicated to improving the quality and delivery of healthcare teaching teamwork and clinical decision-making utilizing simulation technology, medical education along with clinical and educational research. More information may be found at: http://www.fa.hms.harvard.edu/docs/ads_junior/377Jr_ BWH_inst.asst.assoc.emergencymed.stratus_8-25-16.pdf
Interested candidates should send a letter and Curriculum Vitae to Michael VanRooyen, MD, MPH, Professor and Chair, Department of Emergency Medicine, Brigham and Women’s Hospital. Please apply by confidential email to mdeloge@bwh.harvard.edu.
Interested candidates should send a letter and Curriculum Vitae to Michael VanRooyen, MD, MPH, Professor and Chair, Department of Emergency Medicine, Brigham and Women’s Hospital. Please apply by confidential email to mdeloge@bwh.harvard.edu.
We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law.
We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law.
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Academic Emergency Physicians The Department of Emergency Medicine at Rutgers NJMS
is recruiting highly qualified, full time BC/BE Emergency Physicians at the Assistant or Associate Professor level. Join a diverse, enthusiastic faculty of academic Emergency Physicians in an expanding and dynamic department committed to scholarship, education, research, and outstanding clinical care. Clinical services are provided at University Hospital in Newark, NJ, a Level I trauma center. Applicants should have a desire for clinical, academic, or administrative excellence. Candidates with subspecialty training (e.g., administration/quality, critical care, medical toxicology, EMS, PEM, ultrasound), research proficiency, or advanced degrees are most desirable, but anyone with academic career aspirations should apply.
Faculty Positions - Emergency Medicine DISTRICT OF COLUMBIA - The Department of Emergency Medicine of the George Washington University is seeking physicians for our academic practice. Physicians are employed by Medical Faculty Associates, a University-affiliated, not-for-profit multispecialty physician group, and receive regular faculty appointments at the University. The Department provides staffing for the emergency units of George Washington University Hospital, the Walter Reed National Military Medical Center, and the DC Veterans’ Administration Medical Center. The Department (http://smhs.gwu.edu/emed/) offers educational programs including a fouryear residency, ten fellowships programs, and numerous student programs. We are seeking physicians who will participate in our clinical and educational programs and contribute to the Department’s research and consulting activities. Rank and salary are commensurate with experience. Basic Qualifications: Physicians must be ABEM or AOBEM certified, or have completed an ACGME or AOA certified Emergency Medicine residency, prior to the date of employment.
Live nearby in beautiful suburban or urban NJ or within a short commute from New York City. The medical school is blocks from the NJ Institute of Technology and the Rutgers Newark Campus, as well as the rejuvenating downtown Newark area, and is close to Newark Liberty Airport and Newark Penn Station Amtrak.
Application Procedure: Complete the online faculty application at http://www.gwu.jobs/postings/37357 and upload a CV and cover letter. Review of applications will be ongoing beginning November 1, 2016 until positions are filled. Only complete applications will be considered. Contact department chair Robert Shesser M.D. at rshesser@mfa.gwu.edu with questions about the position.
For more information or to submit a CV: Lewis S. Nelson, MD, Chair, Department of Emergency Medicine 185 South Orange Avenue, MSB 609, Newark, NJ 07103 Email: lewis.nelson@njms.rutgers.edu.
Employment offers are contingent on the satisfactory outcome of a standard background screening.
Rutgers University is an AA/EEO employer. All applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, citizenship, disability or protected veteran status.
The George Washington University and the George Washington University Medical Faculty Associates are an Equal Employment Opportunity/Affirmative Action employer that does not unlawfully discriminate in any of its programs or activities on the basis of race, color, religion, sex, national origin, age, disability, veteran status, sexual orientation, gender identity or expression, or on any other basis prohibited by applicable law.
EOE
Brody School of Medicine
EMERGENCY MEDICINE FACULTY ◊ Clinician-Educator ◊ Clinical-Researcher ◊ Critical Care Medicine ◊ ◊ Pediatric Emergency Medicine ◊ Ultrasound ◊
COMPREHENSIVE SIMULATION Faculty Development Course Learn to design, run and debrief simulation learning sessions with expert faculty. March 6-8, 2017 – Phoenix, AZ May 8-10, 2017 – Rochester, MN www.mayo.edu/simcenterfaculty
The Department of Emergency Medicine at East Carolina University Brody School of Medicine seeks BC/BP emergency physicians and pediatric emergency physicians for tenure or clinical track positions at the rank of assistant professor or above, depending on qualifications. We continue to expand our faculty to meet the clinical needs of our patients and the educational needs of our learners. We envision further program development in clinical education, emergency ultrasound, EM-critical care, pediatric EM, and clinical research. Our current faculty possesses diverse interests and expertise leading to extensive state and national-level involvement. The emergency medicine residency includes 12 EM and 2 EM/IM residents per year. We treat more than 130,000 patients per year in a state-of-the-art ED at Vidant Medical Center. VMC is a 960+ bed level 1 trauma center and regional referral center for cardiac, stroke, and pediatric care. Our tertiary care catchment area includes more than 1.5 million people in eastern North Carolina. Additionally, we provide clinical coverage at two community hospitals within our health system. We are responsible for medical direction of East Care, our integrated mobile critical care and air medical service, and multiple county EMS systems. Our exceptional children’s ED opened in July 2012 and serves approximately 25,000 children per year. Greenville, NC is a university community offering a pleasant lifestyle and excellent cultural and recreational opportunities. Beautiful North Carolina beaches are nearby. Compensation is competitive and commensurate with qualifications; excellent fringe benefits are provided. Successful applicants will be board certified or prepared in Emergency Medicine or Pediatric Emergency Medicine. They will possess outstanding clinical and teaching skills and qualify for appropriate privileges from ECU Physicians and VMC.
Confidential inquiry may be made to: Theodore Delbridge, MD, MPH Chair, Department of Emergency Medicine delbridget@ecu.edu ECU is an EEO/AA employer and accommodates individuals with disabilities. Applicants must comply with the Immigration Reform and Control Act. Proper documentation of identity and employability required at the time of employment. Current references must be provided upon request.
www.ecu.edu/ecuem/ ● 252-744-1418
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The Department of Emergency Medicine at the West Virginia University School of Medicine in Morgantown, WV seeks:
Academic Emergency Medicine Faculty at the ranks of Assistant Professor, Associate Professor, and Professor
Qualified applicants must have an MD or DO degree (or its foreign equivalent) and be eligible to obtain an unrestricted West Virginia medical license. Candidates must have completed an accredited Emergency Medicine residency program. Applicants should send a letter
of interest and an updated CV to Build your legacy as Ian B.K. Martin, MD, MBA, FACEP, you serve, teach, Professor and Chairman, Department learn, and make a of Emergency Medicine, West Virginia difference from University School of Medicine, at day one. Learn Ian.Martin@hsc.wvu.edu and to Angel Dunn, more > >
medicine.hsc. wvu.edu/em
Senior HR Generalist - Physician Recruiter, at dunnm@wvumedicine.org.
The Ohio State University Department of Emergency Medicine Fellowship Training Programs Ohio State’s Department of Emergency Medicine will offer eight fellowship opportunities in academic year 2017-18. Training varies from 1 to 2 years with Master’s degree opportunities in many of the fellowships. Programs are well supported and facilitated by faculty members nationally known for their expertise. Clinical experiences abound with excellent supervision and teaching opportunities. All fellowships have opportunities and support for scholarship. Administration EMS Global Health Medical Education Oncology Research Toxicology Ultrasound
go.osu.edu/EMfellowship Ohio State is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status or protected veteran status.
WVU is an AA/EO employer—Minority/Female/Disability/ Veteran—and is awarded by NSF ADVANCE for gender equity.
Yale University School of Medicine Department of Emergency Medicine Advancing the Science and Practice of Emergency Medicine The Department of Emergency Medicine at the Yale University School of Medicine has a total of 4 clinical sites: Adult Emergency Services at York Street Campus; Shoreline Medical Center; Saint Raphael’s Campus; and the West Haven VA Emergency Department with a combined ED volume of 195,000 visits per year. We are seeking faculty at all levels with interests in clinical care, education or research to enhance our existing strengths. Interest and/or experience in observation medicine is a plus. The successful candidate may be a full time clinician committed to excellence in patient care and emergency medicine education or one that would want to join the academic faculty promoting scholarship to enhance the field of emergency medicine. We offer an extensive faculty development program for junior and more senior faculty. We have a well-established track record of interdisciplinary collaboration with other renowned faculty, obtaining federal and private foundation funding, and a mature research infrastructure supported by a faculty Research Director, a staff of research associates and administrative assistants. Eligible candidates must be residency-trained and board-certified/-prepared in emergency medicine. Rank, protected time and salary will be commensurate with education, training and experience. Yale University is a world-class institution providing a wide array of benefits and research opportunities. To apply, please forward your CV and cover letter to Gail D’Onofrio, MD, MS Chair, via email: jamie.petrone@yale.edu, or mail: Yale University School of Medicine, Department of Emergency Medicine, 464 Congress Ave, P.O. Box 208062, New Haven, CT 06519-1315. Yale University is an affirmative action, equal opportunity employer. Women and members of minority groups are encouraged to apply.
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NON PROFIT ORGANIZATION U.S. POSTAGE PAID SAEM
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