July-August 2001

NEWSLETTER

Newsletter of the Society for Academic Emergency Medicine

PRESIDENT’S MESSAGE Scholarship As Professor and Chair of an academic department of emergency medicine I am often asked to write letters of recommendation for promotion and tenure (P&T) for faculty members at other institutions. In the same light, the majority of my own faculty are on the clinician-educator track and I provide advice, mentoring, letters of support and assistance with documentation for P&T. Marcus Martin, MD In this issue of the newsletter, what constitutes scholarly activity for P&T are discussed. The portfolio containing documentation of scholarly activity is an extremely important piece of the P&T process.

What constitutes scholarly activity varies from institution to institution, but many institutions have adopted some variation of the Boyer/Glassick model of scholarship. Much of the information to follow is referenced from the University of Virginia P&T guidelines, from publications by Boyer, Glassick and the AAMC Council of Academic Societies (CAS) Monograph on Refining Scholarship in Contemporary Academic Medicine, which was published in the September 2000 issue of Academic Medicine.

For the 2001 SAEM meeting held in Atlanta, I was a panel member that discussed “Promotion in the Clinician-Educator Track in Emergency Medicine.” I spoke on scholarly activity, “what type, and how defined.” Comments from the outline that I prepared for that session are also contained in this Newsletter.

For several centuries American universities have tried to define scholarship and scholarly activity. Meanwhile, European countries for many years have focused on research as the primary emphasis for scholarly activity. Over the past century the stated mission of many American institutions of higher learning has been to “provide teaching, research and service.” While the intent for these three areas was considered to be of equal importance, parity has never really been reached. The dominant view for many years has been to be a scholar is to be a researcher. In the history of American higher education there have been three distinct yet overlapping phases. During the early years, (early 1600’s) schools such as Harvard College was founded and expected to educate students emphasizing teaching. Teaching was considered an act of dedication and was honored as scholarly activity. Emphasis on teaching and learning as scholarly activity extended well into the 19th century.

As the focus in the mid 1800’s began to shift to technology and the service aspects of building a nation, the land grant agricultural and technical colleges led higher education institutions as exemplary providers of scholarship through ser-

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July-August 2001 Volume XIII, Number 4

Call for Expert Reviewers for Annual Meeting Abstracts The SAEM Program Committee is currently accepting nominations for individuals to serve as expert reviewers for scientific abstracts submitted to the Annual Meeting. Individuals wishing to nominate themselves should submit an abbreviated CV that includes current academic position and area(s) of expertise (see list below). For each area of expertise the nominee should provide a list of peer-reviewed original research publications, review articles, textbook chapters, and prior scientific abstract presentations. Priority will be given to individuals with demonstrated expertise based upon demonstrated research productivity.

Nominations must be submitted to saem@saem.org

by October 1, 2001, including an abbreviated CV and area(s) of expertise from the list below. Due to the expected response the Program Committee cannot review full curriculum vitae of nominees.

Areas of Expertise: Abdominal/GI/GU, Administration/HCP, Airway/Analgesia, CPR, Cardiovascular (non-CPR), Clinical Decision Guidelines, Computer Technologies, Diagnostic Technologies/Radiology, Disease and Injury Prevention, Education/Professional Development, EMS/Out-of-Hospital, Ethics, Geriatrics, Infectious Disease, Ischemia/Reperfusion, Neurology, OB/Gyn, Pediatrics, Psychiatry/Social Issues, Research Design/Methodology/Statistics, Respiratory/ ENT, Shock/Critical Care, Toxicology/Environmental Injury, Trauma, and Wounds/Burns/Orthopedics

AEM Call for Papers The Council of Emergency Medicine Residency Directors (CORD) is sponsoring a Consensus Conference to present and discuss “best practice” models in emergency medicine residency education. The conference will be held March 2-4, 2002 in Washington, DC. This conference will highlight models to incorporate the six new ACGME core competencies into educational programs, and will also explore “best practices” in other areas of the emergency medicine curriculum. In addition, topics related to evaluation and assessment of the effectiveness of educational curricula will be discussed.

Manuscripts relevant to these topics are being solicited for consideration of publication in Academic Emergency Medicine. The deadline for receipt of manuscripts is December 15, 2001 and electronic submission is preferred. Instructions for authors appear on the website at www.saem.org/inform/ journal.htm. Be sure to specify that the manuscript is for the Best Practices issue.

Emergency Medicine Funding Opportunities at NIH James Olson, PhD Wright State University SAEM Research Committee To disseminate information to SAEM members on potential sources for research grant funding, the Research Committee will prepare short articles concerning funding at NIH and elsewhere for each SAEM newsletter.

The National Institutes of Health publishes a weekly “NIH Guide for Grants and Contracts” (The Guide) which, in addition to posting Notices from the various institutes, lists current Program Announcements (PA) and Requests for Applications (RFA) for specific programs. Program Announcements are ongoing requests for applications in a broad area of interest while Requests for Applications are a onetime request for applications addressing a specific scientific area. These announcements and requests are designed to encourage extramural scientists to apply their particular skills to a new scientific challenge.

The Guide is available online at the NIH web site, http://www.nih.gov. Currently, to reach the Guide pages you should click on the “Grants and Funding Opportunities” link and then select the “NIH Guide for Grants and Contracts” link. The Guides for the past 10 years are currently listed on the web page and may be searched by key words. In addition, there are links to retrieve only the RFA or PA texts. You may sign up to receive The Guide electronically using the listserv service. Examples of the most recent RFA’s include: minoritybased community clinical oncology program, fast track grants for Parkinson’s Disease research, and microarray centers for research on the nervous system.

Only a small percentage of an Institute’s funds is spent on research generated in response to RFAs and PAs, however, this modest investment has been a catalyst for significant scientific progress and development of new clinical information.

NIH also provides useful tips on grant writing once you have identified a

topic for your NIH research grant. Look into the NINDS web pages at http:// www.ninds.nih.gov/funding/grantwriting. htm for useful pointers on grant writing and grant organization. This is a good starting point for other NIH resources on grant writing and review criteria. For example one of the links takes you to http://grants.nih.gov/grants/guide/notice -files/not97-010.html where you can find the following review criteria used for the rating of research grants: 1) Significance: Does this study address an important problem? If the aims of the application are achieved, how will scientific knowledge be advanced? What will be the effect of these studies on the concepts or methods that drive this field?

(2) Approach: Are the conceptual framework, design, methods, and analyses adequately developed, well-integrated, and appropriate to the aims of the project? Does the applicant acknowledge potential problem areas and consider alternative tactics?

(3) Innovation: Does the project employ novel concepts, approaches or methods? Are the aims original and innovative? Does the project challenge existing paradigms or develop new methodologies or technologies?

(4) Investigator: Is the investigator appropriately trained and well suited to carry out this work? Is the work proposed appropriate to the experience level of the principal investigator and other researchers (if any)?

(5) Environment: Does the scientific environment in which the work will be done contribute to the probability of success? Do the proposed experiments take advantage of unique features of the scientific environment or employ useful collaborative arrangements? Is there evidence of institutional support?

Using information from PAs and RFAs on the high priority areas of science targeted by the institutes of NIH and these and other guidelines used by those reviewing the proposals in study sections can greatly improve the chances of obtaining funding.

Password Required to Receive AEM Online SAEM members must now use a password to access their online subscription to Academic Emergency Medicine. All SAEM members are entitled to a receive a free subscription of both the print copy and online version of AEM. To activate your subscription go to the website: <www.aemj.org>. Click on the subscriptions button. Click on the link “activate your member subscription.”

Enter your membership number (which is printed above your name on the mailing label of this Newsletter) and click the submit button. You will then be asked to select a user name and password. If you need assistance or do not have a member number, send an e-mail to saem@saem.org or call 517-485-5484.

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Are You a Virtual Advisor? Medical Student Virtual Advisor Program Now on the Web Wendy C. Coates, MD Co-Chair, Undergraduate Education Committee Harbor-UCLA Medical Center Adrienne Birnbaum, MD Undergraduate Committee Jacobi Medical Center This morning when I checked my e-mail, there was a message energized with anticipation and hope from my first official “virtual” advisee. A strong medical student in a school without an EM residency program, this young woman had finally discovered a source to answer her questions knowledgeably about Emergency Medicine.

My reply took a mere 3 minutes to type, and included a referral to the “Frequently Asked Questions” section of SAEM’s new “Virtual Advisor” web site.

The Virtual Advisor Program was developed by the Undergraduate Education Committee in an attempt to provide high quality advice to students who attend medical schools without an associated EM residency program.

Others may be looking for specific advice from someone in the geographic region in which they wish to train. The academic faculty of Emergency Medicine, are in the best position to provide the most valuable advice to these students.

If you already registered at the Annual Meeting in Atlanta, you can expect to hear about your new advisee(s) soon. If not, please visit the SAEM website at www.saem. org where you can access the Virtual Advisor home page. Please take a few minutes to complete the “Application to become an Advisor” and begin to share your experiences with a future member of our specialty. Be sure to list your areas of expertise, as someone may be looking for a mentor who shares the same interests. The future of our specialty depends on our ability to attract bright students from all medical schools. With your help, students can receive excellent career planning advice and be introduced early to the academic branch of Emergency Medicine.

Faculty Development Web Site Now Available David Esses, MD Montefiore Medical Center SAEM Undergraduate Committee In May of 2000, the Faculty Development Committee was asked to establish the SAEM Faculty Development Handbook and Website. The intent of the Board of Directors in charging the Committee with these tasks was to provide a resource to assist academic emergency physicians in advancing their career and achieving promotion. The SAEM Faculty Development Committee is pleased to announce that the website is now available online via a link from the SAEM website at www.saem.org. Look for a Faculty Development link, which will take you to the Faculty Development homepage. The website, which is still in beta, will be updated on a regular basis as more content becomes available.

Because the majority of academic emergency physicians are relatively young faculty with appointments in clinical tracks, the focus of the handbook and website is directed mainly toward these individuals whose career goals include advancement from Assistant to Associate, and ultimately to full Professor as clinician-educators. There is also a section of the site and handbook whose emphasis is on the traditional (unmodified/research) track for academic promotion. In contrast to the clinical tracks, which principally reward faculty engaged in patient care and the “scholarship of teaching,” the more traditional promotional tracks recognize success in the “scholarship of discovery,” e.g., original research. Additional forms of scholarship, which include the “scholarship of integration” and the “scholarship of application,” may be pursued in either track on in various combinations of the two, such as the clinician-scientist or clinician investigator.

The division of scholarship into these four categories of teaching, discovery, integration, and application follows a template adapted by the American Association of Medical Colleges (AAMC), which forms a secondary axis for the SAEM Faculty Development Handbook.

The primary axis for this handbook follows the chronology of academic advancement: “I. Setting the Stage for Faculty Development; II. Early Faculty Development (Instructor/Assistant Professor); III. Mid-career Faculty Development (Associate Professor); IV. Career Longevity & Full Professorship: Strategies for Continued Growth and Success.”

The final section contains “Additional Resources for Faculty Development.”

Other components of the site include sections on “Academic Promotion: Clinician Educator Track”, “Academic Promotion: Traditional Track”, “Sabbati-

cals”, “Minorities and Faculty Development”; “Women and Faculty Development”, “FAQs”, “Links”, and “Seminars/ Conferences”.

For each component of the website, there are articles with annotated bibliographies, resources, and links to other relevant websites. For example, under “Academic Promotion: Clinician Educator Track” there is information targeted at faculty in the CET seeking academic promotion. Under “Articles” is a link to “The Educator’s Portfolio” which discusses the definition of an educator’s portfolio, its purpose, contents, preparation, etc. Under the “Resources” section,

there is a link to a guide entitled “Annotated Template for Promotion to Associate Professor, Clinician Educator Track”.

This was written by an academic Chair in Emergency Medicine for his faculty to use as a guide in applying for academic promotion. The “Websites” section contains links to other useful sites such as the homepage of the AAMC. The handbook and website are still in a beta phase of development, and will be updated on a regular basis.

Please direct criticisms, suggestions, or other comments pertinent to the handbook or website to jgallagh@montefiore.org or to saem@saem.org.

New England Regional Meeting Report Robert Grant, MD Hartford Hospital/University of Connecticut This year’s New England Regional SAEM Conference was held on April 6 in Worcester, Massachusetts. The conference was hosted by the University of Connecticut Integrated Residency in Emergency Medicine. All eight New England EM residencies participated in showcasing the research being performed at their various institutions. Also, we had participants from St. Luke’s Hospital in New York and Morristown Hospital in New Jersey. Overall, there were 71 abstracts submitted and 104 attendees to this year’s conference.

The morning began with the keynote address given by Dr. Arthur Kellermann from Emory University. Dr. Kellermann’s talk, “Developing an Academic Career,” was superb. Before beginning, Dr. Kellermann enlightened the New Englanders on the South’s dialect and colloquialisms. This set the tone for his discussion, which turned out to be very humorous, informative and pertinent. We were all pleased to have such a distinguished colleague addressing our group.

Following the keynote address, Dr. Judd Hollander, representing the SAEM Board of Directors, presented an update on the national SAEM scene. The rest of the morning session was dedicated to the oral presentations, which were uniformly excellent. Following lunch was the poster presentations, and the afternoon was wrapped up with the awards ceremony.

The best resident oral presentation went to Anthony Bock, MD, from Maine Medical Center for his work, “A Randomized, Controlled Trial of Etomidate and Midazolam for Procedural Sedation During Reduction of Anterior Shoulder Dislocation.” The best student oral presentation went to David Blehar, MS IV, from the University of Massachusetts for his work, “Preconditioning Induction 3

Trigger Evokes Cardioprotection via the Opiate Receptor.”

The best resident poster presentation went to Teresa Pazdral, MD, from Maine Medical Center for “Amiodarone and Rural EMS Cardiac Arrest Patients.” Honorable mention awards for resident poster presentations went to Andrew Coley, MD, from Brown University for “Seatbelt Use, Hospital Charges and Outcome Measures in Elder MVC Victims,” and to Prasanthi Ramanujam, MD, from Boston Medical Center for “Predicting Pregnancy Prognosis Using a Menstrual Dates Cut-point in Patients with an Empty Uterus at Transvaginal Ultrasound.”

The best faculty poster presentation went to Robert Baevsky, MD, from Baystate Medical Center for his work “The Antipyretic Effectiveness of Intravenously Administered Ketorolac Tromethamine.” Honorable mention awards in the faculty poster presentations went to David Cone, MD, from Yale University for “EMTALA Knowledge Among On-call Specialists at an Academic Center,” and to Joanne Esler, MD, from Brown University for “ED Physician and Patient Disagreement Between Patient Anxiety and Severity of Illness/Injury.”

The best allied-health poster presentation went to medical student William Porcaro from the University of Massachusetts for the project entitled “Transfused Preconditioning from Myocardium to Mesenteric Tissue.”

The day was truly a success. I wish to personally thank Rose Unwin from the University of Connecticut Health Center and Ginger Mangolds from the University of Massachusetts Medical Center for all their help. Without them, I doubt the conference would have gone so well. Next year’s conference is being hosted by Boston Medical Center. We are all looking forward to continued superb research and presentations from the New England region.

Tales . . . It’s Summer Time, Who’s at Bat? Marcus L. Martin, MD University of Virginia SAEM President The following is another tale from the crib (home). Shift work; weekdays, evenings, nights, weekends and holidays dominate the emergency physician’s life. It is summer time, who’s at bat? Somehow even with the emergency physician’s schedule, I have managed to enjoy my summers over the years. Activities such as gardening, cutting grass (yes, it’s stress relief), fishing, swimming, going to the beach, amusement parks, coaching sports or being a team doc for softball, soccer or little league baseball and other activities have all brought enjoyment, however, they have also brought pressure and stress at times.

Interleague and neighborhood rivalries, even breaking up occasional adult confrontations have highlighted my summers. Those who have coached, worked as a team doc or have been parent spectators of their children’s competitive activities are probably aware of the pressures to win. The American dream is to be a winner. Over the years, I have enjoyed the opportunity to mingle with neighbors and to interact with neighborhood children. While living in Pittsburgh, I came to know every snack shack in every community. The polish hotdogs, sauerkraut, barbeque, etc., were all good.

During the summer there were some days that we attended as many as 4 baseball games in a given day that the kids played. I recall a most stressful evening when my wife and I were watching our son’s little league team, which had a record of 42-0 at the time.

This particular evening, the team was striving towards the goal of a perfect season. I believe this was the 4th game of the day but the 43rd of the season.

We were tired, dusty and consumed with winning. The unlikely situation for our team though was playing in the last inning with 2 outs and 3 runs down.

The stress for me was that my son was at bat (who was at bat, him or really me?). I felt like I was at bat. My wife was more controlled than me but we were grasping hands with our heads slightly turned away, hands covering faces peeking through between fingers.

I could not stand the pressure. I was pacing nervously in place with stomach churning producing much acid. I had mental flashes of what would happen if he strikes out and the team loses.

Would the coach, players and parents think badly of our family. The count was 2 and 2 and the bases were loaded. With the apparent last swing of the bat, fortunately the ball sailed past

the infield and it was a triple. Three runs scored to tie the game. Now the pressure was off us (me) and the next player and parent(s) were at bat. In extra innings, we went on to win the game by 1 run and continued on to the perfect season. Our team went on to win the next game as well ending with the perfect season with a record of 440. Those were exciting times.

Our little league team was the dream team and the area’s top little league baseball team which 2 years later swept to the Pennsylvania state little league championship with a win and a berth in the eastern regional world series playoffs. We did not have a perfect season that year. After losing the first round in the eastern regional, the team won 4 consecutive games in the losers bracket only coming to the final game in the losers bracket to lose. The next game would have been the championship and with a win, a trip to Williamsport, Pennsylvania for the little league world series. For the team and parents, just getting to the Eastern Regionals was being a winner. Eventually, most of the kids from that little league team went on to college and one of the kids was drafted recently into the pros with another sure to follow.

Every at bat does not result in a hit or a win for a player on team, but it is the effort that counts. “The credit belongs to the man who is actually in the arena,... Who at the best, knows in the end the triumph of high achievement, and who at worst, if he fails, at least fails while daring greatly, so that his place shall never be with those cold

and timid souls who know neither victory nor defeat.” —Theodore Roosevelt I emphasize to my children, when given ample opportunity at bat that you meet with triumph and success and you should treat them both the same.

I hope everyone has the opportunity to work with children. The various competitive activities such as softball, baseball, basketball, football, soccer, track, hockey, swimming, tennis, golfing, la crosse, tae kwan do, gymnastics, etc., provide an opportunity for growth and development in many ways. Obviously, there are adults and children who may not or cannot participate in sports.

Hopefully, there are other events that bring you enjoyment and excitement.

I believe that all the events I participate in during the summer provide me the “perfect season”. I am very happy to have the opportunity to enjoy each year and each season as they come.

Everyday I am given the opportunity to work in the emergency department to care for another patient, to work with coworkers in my office and elsewhere and it is a blessing. I hope you enjoy your summer to the fullest. I feel that I am always at bat and each swing produces as much vigor intensity and excitement as the previous one. Who’s at bat? I am always at bat. What about you?

The SAEM 2002 objectives total 66.

Will the SAEM task force and committees complete them all? Will SAEM have the perfect season? I don’t know, but I encourage each SAEM team member to swing the bat and run. We may not have that perfect season, but I hope that we get close and have some fun trying.

Information on Federally Funded Grants Sought Clifton Callaway, MD, PhD University of Pittsburgh SAEM Research Committee The SAEM Research Committee would like to list and highlight Emergency Medicine research that is supported by NIH or other federal agencies. The Research Committee will prepare articles about projects that demonstrate unique collaborations or innovative approaches. The primary purpose of these articles is to provide positive examples for other members on their way to achieving federal funding.

Projects that illustrate how a smaller endeavor matures into a research program that can be funded at the federal level are of particular interest. Furthermore, we hope to list the titles/topics of ongoing projects as a resource for members seeking expertise in particular fields.

If you are a Principal or Co-Investigator for a current program or project grant supported by NIH, AHRQ, CDC or other federal funding, we invite you to notify the Research Committee of your project. As we compile a list of projects, we will interview willing investigators and prepare a synopsis and brief history of the project to be published in future issues of the Newsletter.

We also invite any investigator to notify the Research Committee of their newly funded project on an ongoing basis. After compiling an initial list of ongoing projects, this Research Committee activity will try to emphasize new projects in Emergency Medicine research. Send any information to Clifton Callaway, MD, PhD, at callaway cw@msx.upmc.edu or to SAEM at saem@saem.org.

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Mid-Atlantic Regional Meeting Report Jeff Kline, MD Carolinas Medical Center The 4th Annual SAEM MidAtlantic Regional Meeting was held in Charlotte, North Carolina on March 31. Seventy-five participants attended, representing 12 Emergency Medicine academic programs from eight states. The curricula consisted of 12 oral presentations followed by 42 poster presentations.

Two key-note addresses were presented. The first was entitled, “The Editor’s Perspective” by John A. Marx, MD, Chair of the Department of Emergency Medicine at Carolinas Medical Center, and Past President of SAEM. Dr. Marx in his usual droll fashion entertained the crowd with many engaging facts about the history of the development of the four mainstream journals which now represent emergency medicine in the United States. To emphasize the wide range of styles between the different Editors-In-Chief of these journals, Dr. Marx donned his bifocals and read from a sample of the most ribald rejection letters ever written from editors to authors. A take-home message from his talk was that no matter how much your rejection letter hurts, it always could be worse.

The second key-note address was given by Michelle Biros, MD, Editor-in-Chief of Academic Emergency Medicine. The title of the address was, “The Life and Death Manuscripts”. In her one-hour presentation, Dr. Biros covered the essentials of submitting a manuscript, including the essential components of a good manuscript, and perhaps most importantly, the key pitfalls that are commonly made by authors. She detailed such issues as tables which have numbers which fail to add up to the numbers which are written in the abstract. Dr. Biros highlighted the basic mechanism that any manuscript travels through on its way from being received at the editorial office, subjected to peer review, followed by evaluation by a decision editor, up to the point of decision for acceptance or re-

jection. This inside view of the workings of a peer-reviewed journal offered the audience a unique perspective that would otherwise take many years of real time experience as a researcher. One researcher was heard to comment, “A great talk. Except for me, it was somewhat humbling because she told that crowd everything in one hour that it took me 10 years to learn about getting a paper published.”

Traditional awards were given for the most outstanding oral and poster presentations, based on the consensus review of four evaluators.

Best oral presentation by a faculty went to Ron Benenson, MD from York Hospital, “Evaluation by Direct Observation of EM Resident Death Notification Skills”.

Best oral presentation by a resident went to Chris Moore, MD from Carolinas Medical Center, “Evaluation of Left Ventricular Function in Hypotensive Patients

by Emergency Physician Echocardiography.”

Best poster presentation by a faculty went to Cathy Custalow, MD from University of Virginia, “Emergency Resuscitative Procedures: Animal Laboratory Training Improves Procedural Competency and Speed”.

Best poster presentation by a resident went to Meela Yoo, MD from York Hospital, “The Utility of Blood and Sputum Cultures in Patients Diagnosed with Pneumonia in the ED”.

The best medical student oral presentation went to Chip Peck from University of North Carolina at Chapel Hill, “Bispectral Index Monitoring as an Objective Measure of Consciousness in ED Patients with Acute Altered Mental Status”.

The best medical student poster presentation went to Scott Overcash from the University of North Carolina at Chapel Hill, “Preventive Care in the Emergency Department: A Survey of Young Adults” Next year’s Mid-Atlantic meeting will be held on April 12, 2002 at the Christiana Care Hospital in Delaware. The course director will be Robert O’Conner, MD, MPH.

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Photography Display Contributors SAEM would like to recognize and thank the following individuals who contributed to this year’s Clinical Pearls and Visual Diagnosis Contest entries displayed during the Annual Meeting in Atlanta. These individuals spent significant time and effort in developing the Photo Display entries. Selected contributions may be published in Academic Emergency Medicine.

Bruce Adams, MD Alexander Baer, MD Kendal Baker, MD Fernando Benitez, MD Robert Blankenship, MD John Bonta, MD Reed Brozen, MD Greg Christiansen, DO Chien-Jung Chu, MD Kimberly Collins, MD Kathleen Cowling, DO Brian Euerle, MD Jamie Gonzalez, MD Diane Gorgas, MD Walter L. Green, MD David A. Guss, MD Steven W. Hodges, MD Peter Hou, MD Carl Hsu, MD Roger Humphries, MD Thea L. James, MD John Kahler, MD John Kare, MD Kevin Kilgore, MD Jeff A. Klein, MD Peter G. Kumasaka, MD Shahram Lotfipour, MD Karen Lushire, MD Lisa R. Maercks, MD Steven A. McLaughlin, MD Nimish H. Mehta, MD Mary Meyer, MD Ed Michelson, MD Lisa Morrison, MD Christian Mustill, MD Susan A. O’Malley, MD Christopher Obetz, MD Peter D. Panagos, MD Gina Piazza, DO Marc Pollack, MD David Reed, MD Walter Robey, MD Mary Ryan, MD Fred A. Severyn, MD Bryan Sleigh, MD Stephen Traub, MD Richard Warren, MD Muhammad Waseem, MD Regan Wylie, MD David Zull, MD

Simulation Interest Group Forming William Bond, MD Lehigh Valley Hospital Consider the number of hours of simulator time and co-pilot time required before a pilot is allowed to fly a commercial airliner. Now consider the number of code blues a resident or intern is required to run before they are allowed to run a code blue by themselves. Scary, isn’t it? The only comfort is that most code blue cases have an abysmal outcome regardless of what we do. But what about the young person with a pulmonary embolism or an airway emergency? Is it really appropriate to allow inexperienced physicians with limited hands-on training to handle these critical situations? Is it fair to the patients? Is it fair to the physicians?

One solution to the problem lies in the use of simulation. Simulation has emerged within medicine over the last 20 to 30 years. One of the earliest attempts at simulation was “Harvey” the cardiology patient simulator, which then opened the field for such evolutions as anesthesia and laparoscopic simulators.

Several anesthesia simulators are currently used in emergency medicine resident and medical student training. Computer simulations of patient encounters are available, and videotaped educational experiences are being utilized in ACLS and prehospital training. The opportunities for simulation use in medical training are expanding exponentially.

Emergency medicine is a natural fit for simulation training. It is unlikely that a medical student or resident will see a wide enough variety of code situations to feel comfortable running the first code blue he or she encounters. Emergency medicine requires expertise in treating arrythmias and difficult airway emergencies that are uncommon. Simulation allows medical students and residents to experience compact critical care training for a situation that may take one month to occur or may never occur because of the random nature of encounters they may see during their ICU/CCU rotations. With simulation, certain baseline critical care knowledge can be imparted without jeopardizing patients.

Having considered this, we would like to help push the field of simulation training forward by starting an SAEM interest group in emergency medicine simulation. We would like to keep the definition of simulation as wide as possible. Simulation includes airway simulation, ultrasound simulation, computer simulation, and human patient simulation. One of the initial goals of this interest group includes developing simulation as a teaching tool. This will include the sharing of simulation scenarios and training with those who will be

using simulators. The interest group will foster collaborative research efforts into the methodology and effectiveness of simulation training. Research in simulation should begin to focus on patient outcome, physician performance after training, and knowledge retention after training. Because of the time constraints of exposing multiple medical students/physicians to a simulation, collaborative efforts are more likely to be effective in finding meaningful numbers of study subjects. Eventually this interest group may help to advance the development of simulation technology through feedback to simulator manufacturers and individual/collaborative design efforts.

All SAEM members who are interested in joining the simulation interest group, please email me at william. bond@lvh.com with your name/email address and we will begin the process of scheduling our initial meeting. When fully initiated, our interest group will have access to an email listserve through SAEM and an opportunity to communicate and meet. For further details on the policies and procedures of SAEM interest groups please visit the SAEM website at www.saem.org.

11th Annual Midwest Regional SAEM Research Forum September 15, 2001 St. Louis, Missouri Hyatt Regency Hotel Union Station Keynote Speaker: Jerris R. Hedges, MD, MS “Ten Things You Should Do in 2001” For meeting information and hotel reservations, contact Linda Barth or Michael Mullins, MD, at the Division of Emergency Medicine, Washington University, Campus Box 8072, 660 S. Euclid Ave, St. Louis, MO 63110-8072.

Phone: 314-362-8971. Fax: 314-3620478. E-mail: barthl@msnotes.wustl. edu or mullinsm@msnotes.wustl.edu.

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Southeastern Regional Meeting Report Peter DeBlieux, MD Louisiana State University Chair, SAEM Southeastern Regional Meeting The Fourth Annual Southeastern SAEM Regional Meeting was held March 23-25 in New Orleans hosted by the LSUHSC Emergency Medicine residency at Charity Hospital in New Orleans. The Keynote speaker was Dr. Michelle Biros, Research Director of the Hennepin County Medical Center. Over 150 participants from across the southeast enjoyed a weekend of collegiality, fellowship and academics.

The welcome dinner at Arnaud’s restaurant set the tone on Friday evening for a weekend full of enjoyment in promoting medical education in emergency medicine. Medical students, residents, fellows and faculty all participated in the two day sessions consisting of oral and poster presentations generated from over ten EM residency programs. Additionally, afternoon small group workshops were offered focusing on Interpreting Pediatric Radiographs, Managing Difficult Airways, and Developing a Research Idea Into a Project. Medical students were catered to through a lunchtime program emphasizing “Pearls That Make Residency Application Easier” and a welcoming cocktail hour with program directors and faculty. Highlights of the regional meeting were many and award recipients hailed from Parkland, Emory, and the Medical College of Georgia. Abstract presentations included: “Using Ultrasound for Central venous Line Placement in the Emergency Department,” Surfing Injuries: Extreme Injuries from Extreme Use-A Focused Review,” and “Can Clinicians Predict Which Patients with Blunt Abdominal trauma will have an Abnormal CT?” Next year’s event planning is already underway for Jacksonville, Florida. Start making plans now.

CALL FOR ABSTRACTS 2002 Annual Meeting May 19-22 — St. Louis, Missouri The Program Committee is accepting abstracts for review for oral and poster presentation at the 2002 SAEM Annual Meeting. Authors are invited to submit original research in all aspects of Emergency Medicine including, but not limited to: abdominal/gastrointestinal/genitourinary pathology, administrative/health care policy, airway/anesthesia/analgesia, CPR, cardiovascular (non-CPR), clinical decision guidelines, computer technologies, diagnostic technologies/radiology, disease/injury prevention, education/professional development, EMS/out-of-hospital, ethics, geriatrics, infectious disease, IEME exhibit, ischemia/reperfusion, neurology, obstetrics/gynecology, pediatrics, psychiatry/social issues, research design/methodology/statistics, respiratory/ENT disorders, shock/critical care, toxicology/environmental injury, trauma, and wounds/burns/orthopedics.

The deadline for submission of abstracts is Tuesday, January 8, 2002 at 3:00 pm Eastern Time and will be strictly enforced. Only electronic submissions via the SAEM online abstract submission form will be accepted. The abstract submission form and instructions will be available on the SAEM web site at www.saem.org in November. For further information or questions, contact SAEM at saem@saem.org or 517-485-5484 or via fax at 517-485-0801.

Only reports of original research may be submitted. The data must not have been published in manuscript or abstract form or presented at a national medical scientific meeting prior to the 2002 SAEM Annual Meeting. Original abstracts presented at other national meetings within 30 days prior to the 2002 Annual Meeting will be considered.

Abstracts accepted for presentation will be published in the May issue of Academic Emergency Medicine, the official journal of the Society for Academic Emergency Medicine. SAEM strongly encourages authors to submit their manuscripts to AEM. AEM will notify authors of a decision regarding publication within 60 days of receipt of a manuscript.

Society for Academic Emergency Medicine • 901 North Washington Avenue • Lansing, MI 48906

Call for Nominations

Deadline: February 1, 2002 Nominations are sought for the Hal Jayne Academic Excellence Award and the Leadership Award. These awards will be presented during the SAEM Annual Business Meeting in St. Louis. Nominations for honorary membership for those who have made exceptional contributions to emergency medicine are also sought. The Nominating Committee wishes to consider as many exceptional candidates as possible. Nominations may be submitted by the candidate or any SAEM member. Nominations should include a copy of the candidate’s CV and a cover letter describing his/her qualifications. Nominations can be sent to saem@saem.org or 901 N. Washington Ave., Lansing, MI 48906. The awards and criteria are described below:

Academic Excellence Award

B. Other research publications (e.g., review articles, book chapters, editorials) C. Research support generated through grants and contracts D. Peer-reviewed research presentations E. Honors and awards

The Hal Jayne Academic Excellence Award is presented to a member of SAEM who has made outstanding contributions to emergency medicine through research, education, and scholarly accomplishments. Candidates will be evaluated on their accomplishments in emergency medicine, including: 1. Teaching A. Didactic/Bedside B. Development of new techniques of instruction or instructional materials C. Scholarly works D. Presentations E. Recognition or awards by students, residents, or peers 2. Research and Scholarly Accomplishments A. Original research in peer-reviewed journals

Leadership Award The Leadership Award is presented to a member of SAEM who has demonstrated exceptional leadership in academic emergency medicine. Candidates will be evaluated on their leadership contributions including: 1. Emergency medicine organizations and publications.

2. Emergency medicine academic productivity.

3. Growth of academic emergency medicine.

SAEM • 901 N. Washington Ave., Lansing, MI 48906 • www.saem.org 7

More Highlights from Atlanta Stephen Baxter is pictured with Andra Blomkalns, MD, University of Cincinnati, one of the recipients of the CORD Resident Achievement Award. Not pictured: corecipient Kevin Merrell, MD, PhD, Denver Health Medical Center.

James Ritchie, MD, Portsmouth Naval Hospital, the recipient of the CORD Faculty Teaching Award, is congratulated by Dr. Kevin Knoop (R).

Brian Zink thanks Dr. Patty Short and Dr. Michelle Biros, who rotated off the Board of Directors, for their service to SAEM. (L-R) Dr. Short, Dr. Zink, and Dr. Biros.

V. Anantharaman, MD, Chairman, Department of Emergency Medicine, Singapore General Hospital, President, East Asian Society of Emergency Medicine spoke on â&#x20AC;&#x153;Emergency Medicine in East Asiaâ&#x20AC;? during the AACEM Retreat and is pictured with the AACEM Executive Committee (L-R) Jerris Hedges, MD, John Gallagher, MD, Dr. Anantharaman, Brian Gibler, MD, and Frank Counselman, MD. Dr. Counselman was elected AACEM President-elect and Dr. Hedges was elected AACEM Secretary-Treasurer.

At the CORD Meeting in Atlanta (L-R) Susan Dufel, MD, was elected Secretary-Treasurer; Steve Hayden, MD, was elected President-elect; and Mary Jo Wagner, MD, was elected to the Board of Directors. They are congratuated by Debra Perina, MD, incoming CORD President.

Dr. Marcus Martin, SAEM President, is pictured with (L-R) Carey Chisholm, MD, re-elected to the Board, Dr. Martin, Glenn Hamilton, MD, elected to the Board, Deb Houry, MD, elected Resident Member of the Board, and Leon Haley, MD, elected to the Nominating Committee.

8

Nominations Requested for Resident Member of the SAEM Board of Directors

Fellowship and Clerkship and Residency Catalog Updates Requested

Nominations are sought for the resident member of the SAEM Board of Directors. The resident Board member is elected to a one-year term and is a full voting member of the Board. The deadline for nominations is February 1, 2002.

Candidates must be a resident during the entire one year term on the Board (May 2002-May 2003) and be a member of SAEM. Candidates should demonstrate evidence of strong interest and commitment to academic emergency medicine. Nominations should include a letter of support from the candidate’s residency director, as well as the candidate’s CV and a cover letter. Nominations should be sent to saem@ saem.org or 901 N. Washington Ave., Lansing, MI 48906. Candidates are encouraged to review the Board of Directors orientation guidelines on the SAEM web site at www.saem.org or from the SAEM office.

The election will be held via mail ballot in the Spring of 2002 and the results will be announced during the Annual Business Meeting in St. Louis.

The resident member of the Board will attend four SAEM Board meetings; in the fall, in the winter, and in the spring (at the 2002 and 2003 SAEM Annual Meetings). The resident member will also participate in monthly Board conference calls.

The Emergency Medicine Fellowship and Undergraduate Rotation Lists on the SAEM web site are very popular, receiving many "hits" each week. These lists are updated continuously, but it is difficult to ascertain if any institutions or residency programs are being missed. If your institution has an Emergency Medicine fellowship or offers a clerkship, please take a few moments to review these sites on the SAEM web site and contact SAEM at saem@saem.org to help make the lists are accurate as possible.

The SAEM Residency Catalog is also undergoing its annual update. Residency directors are encouraged to update their institution's listing prior to the upcoming interview season. www.saem.org

Call For Nominations Young Investigator Award Deadline: December 15, 2001 Again this May, SAEM will recognize a few young investigators who have demonstrated promise and distinction in their emergency medicine research careers. The purpose of the award is to recognize and encourage emergency physicians/scientists of junior academic rank who have a demonstrated commitment to research as evidenced by academic achievement and qualifications. The criteria for the award includes: 1. Specialty training and certification in emergency medicine or pediatric emergency medicine.

2. Evidence of significant research collaboration with a senior clinical investigator/scientist. This may be in the setting of a collaborative research effort or a formal mentor-trainee relationship.

3. Academic accomplishments which may include: a. postgraduate training/education: research fellowship, master’s program, doctoral program, etc. b. publications: abstracts, papers, review articles, chapters, case reports, etc. c. research grant awards d. presentations at national research meetings e. research awards/recognition The deadline for the submission of nominations is December 15, 2001. Nominations should include the candidate’s CV and a cover letter summarizing why the candidate merits consideration for this award. Candidates can nominate themselves or any SAEM member can nominate a deserving young investigator. Candidates may not be senior faculty (associate or full professor) nor be more than seven years beyond residency training at the time of application.

The core mission of SAEM is to advance teaching and research in our specialty. This recognition may assist the career advancement of the successful nominees. We also hope the successful candidates will serve as role models and inspirations to us all. Your efforts to identify and nominate deserving candidates will help advance the mission of our Society.

Send submissions to SAEM at saem@saem.org or 901 N. Washington Ave., Lansing, MI 48906 9

2001 SAEM Medical Student Excellence Award Winners Listed below are the recipients of the 2001 SAEM Medical Student Excellence in Emergency Medicine Award. This award is offered to each medical school in the United States and Canada to honor an outstanding senior medical student. This is the eighth year this award has been made available.

Recipients receive a certificate and one-year membership to SAEM, including subscription to the SAEM Newsletter and the Academic Emergency Medicine journal. Information about next year’s Excellence in Emergency Medicine Award will be sent to all medical school dean’s offices in February 2002.

Albert Einstein College of Medicine Arshanoush Ahmadi

Meharry Medical College Marlon Fisher

Tulane University Samuel D. Luber

University of Missouri, Kansas City Jeffrey L. Hackman

Arizona College of Osteopathic Medicine Bryan D. Clark

Memorial University of Newfoundland Cory Carroll

Uniformed Services University of the Health Sciences Herman Ellenberger

University of Nebraska Kristie L. Nelson

Baylor College of Medicine Richard Robert Kubista Brown University Yi-Mei Chng Case Western Reserve University Michael Fitch Dalhousie University Raghu Venugopal Des Moines University - Osteopathic Medical Center Nabil Salama

Michigan State University College of Human Medicine Monique Averill

UMDNJ - New Jersey Medical School Corinne Widico

University of Nevada Daniel Pendleton

Michigan State University College of Osteopathic Medicine Paul W. Brown

UMDNJ - Robert Wood Johnson Medical School Matthew Neulander

University of New England College of Osteopathic Medicine Douglas G. Girling

Midwestern University - Chicago College of Osteopathic Medicine Neil D. Shaffer

University of Alabama at Birmingham Jennifer Hess

University of North Carolina, Chapel Hill Rodney Bryce Look

University of Alberta Frederick Hian Siet Voon

Morehouse School of Medicine Sudha D. Reddy

University of Arizona Jason Fisher

University of North Dakota Tanya L. Kleven University of North Texas Christopher William Tidwell

East Carolina University Carrie Hale Vice

New York College of Osteopathic Medicine Melissa Jane Marker

Eastern Virginia Medical School Joseph P. Lang

New York Medical College Jay Lee

University of California, Davis Cinnamon Sapho Hampikian

Emory University Alison Sisitsky

New York University Michael B. Stone

University of California, Irvine Boris Lubavin

George Washington University Tara M. Coles

Northeastern Ohio Universities College of Medicine Daniel Lewis

University of California, Los Angeles Giancarlo DiMassa

University of Rochester Robert M. Moskowitz

University of California, San Diego Michael Wilson

University of South Alabama Monica Williams-Murphy

University of California, San Francisco Kimberly D. Freeman

University of South Carolina Matthew Logan

Georgetown University Sarah Villafranco

University of Buffalo Kilian Salerno

University of Pennsylvania Nicole Joy Durfey University of Pittsburgh Hollynn Larrabee

Harvard Medical School David Charles Gordon

Nova Southwestern University College of Osteopathic Medicine Sarah Kitazono-Heringer

Indiana University Jeff Jones

Oregon Health Sciences University Justin Cook

University of Central del Caribe David J. Bonilla Marrero

University of South Florida Catherine M. Wendell

East Tennessee State University Bruce Edgar Campbell

Penn State College of Medicine Stewart C. McCarver

University of Cincinnati Stacey Katherine Foldenauer

University of Texas, Galveston Habacuc D. Garcia

Johns Hopkins University Michael Bibighaus

Philadelphia College of Osteopathic Medicine Scott A. Coradi

University of Connecticut James Rhee

University of Texas, Houston Adam Corley

University of Florida Aaron Wohl

University of Texas, Southwestern Kevin G. Frazer

University of Hawaii Kealanalani Richards

University of Vermont Robert William Jensen

Saint Louis University Kevin Edward Mackey

University of Health Sciences College of Osteopathic Medicine Douglas W. Sharp

University of Virginia Joshua R. Simmons

Southern Illinois University Matthew John McKay

University of Kentucky Matthew Benjamin Fain

St. George’s University Marc Milano

University of Louisville Paul Andrew Adams

State University of New York, Stony Brook Erik Chu

University of Manitoba Bryce Brown

Kirksville College of Osteopathic Medicine Omar Hussain Lake Erie College of Osteopathic Medicine Bradley J. Garrett Loma Linda University Ryan S. Windemuth Louisiana State University, New Orleans Ashley E. Booth Louisiana State University, Shreveport Timothy Everett MCP Hahnemann Matthew Evenhouse Mayo Medical School Jon D. Fuerstenberg

Ponce School of Medicine Tamara Ocasio Queen’s University Kristie McLelland

University of Maryland Jeremy Cushman

SUNY Downstate Medical Center Moshe Weizberg

University of Wisconsin Elizabeth L. Bahn Vanderbilt University Tyler Warren Barrett Washington University Matthew Edward Potts Wayne State University Jeffrey Hyland

University of Massachusetts Elizabeth Karagosian

West Virginia School of Osteopathic Medicine Timothy M. Peasak

University of Miami Jason Sevald

West Virginia University Michael Beasley

Medical College of Virginia Carlie D. Finan

SUNY Upstate Medical University at Syracuse David Vitberg

Medical College of Georgia Henry J. Millwood

Temple University Rebecca Marsh

University of Michigan Joanne Torres

Western University of Health Sciences Robert M. Porzio

Medical College of Ohio Robert Evan Paasche

Thomas Jefferson University Melissa Lynch

University of Mississippi Calvin Alexander Brown, III

Wright State University Laura E. Gottron

Medical College of Wisconsin Eric R. Stendell

Texas Tech University Angela Siler-Fisher

University of Missouri, Columbia Jason David Zerrer

Yale University Rockman Farrell Ferrigno

10

Scholarly Activities (what type, how defined) Marcus Martin, MD University of Virginia SAEM President General Requirements In general, to achieve success in academics, faculty must have achieved academic success in college and medical school. Entry into residency programs is competitive and in past years graduation from residency was basically the requirement for participation as a faculty member. A resident completing a three or four year emergency medicine residency program could apply to most academic programs and would receive serious attention regarding a potential faculty position. Although this is still true in some cases, it has been my experience that with the addition of five-year combined programs and fellowships that the competition for these positions has become stiffer. Even where completion of a three or four-year program as a chief resident potentially makes a candidate more attractive, completion of fellowships make the candidate even more attractive for academic faculty positions. Therefore, it is suggested that some advanced preparation such as a fellowship in research, administration; a sub-specialty such as EMS, Toxicology, Sports Medicine, Pediatric Emergency Medicine, Neuroscience or advanced degrees such as MD, PhD, MBA or MPH should be considered as additional preparation for a career in academic emergency medicine and the pursuit of scholarly activity.

Interview Process During the interview process for a faculty position, the candidate should get as much information as possible about the job requirements and should review a written description of the particular job and academic track in the medical school or hospital where he/she will be working. It should be clear whether the clinician is entering the clinician-educator track/pathway or a clinicianinvestigator track/pathway. There are very important distinctions between academic tracks/pathways. A clinicianeducator track usually involves more clinical work and more teaching and the clinician-investigator track usually involves more time in the lab or performing clinical research. The potential new faculty member should receive a letter from the department chair and/or medical school dean outlining the job description and the particular track. The letter should indicate whether the faculty member is coming in at the instructor level (typical for fellowship positions) or the assistant professor level. It is wise to get in writing the distinction of whether

the candidate is on a tenure or nontenure track. The candidate should understand clearly how long he/she is expected to advance from assistant professor to associate professor and from associate professor to professor and how long it takes to become tenured on a tenure track. The candidate should also find out in advance of taking an academic position what constitutes scholarly activity and excellence in the Department/Medical School where he/she plans to work. Find out what qualifies as scholarly activities. Generally, research with publications that impact the specialty, constitutes scholarly activity. Many institutions also consider educational development (ie, course cur-

riculum, teaching modules) that impact the specialty as examples of scholarly activity. The following outline summarizes the faculty appointment designations and P&T considerations at the University of Virginia.

Faculty Appointment Designations Tenure-eligible Faculty Appointment Designations 1. Clinician-Educator (CE) 2. Clinician-Investigator (CI) 3. Academic-Investigator (AI) An appointment is made according to the major focus of the faculty as specified in the initial or modified letter of appointment. (continued on page 16)

President’s Message (Continued) vice. In 1862 the Morrill Act (the land grant college act) served as historical legislation that provided states with land granted by the Federal Government for higher education purposes. The belief that professors spread knowledge which improves as agriculture and manufacturing gave impetus to scholarship of application (service).

Emphasis on the scholarship of research appeared in American colleges as early as the mid 1700’s and early 1800’s and some U.S. scientists actually went abroad to Germany and other European countries to pursue scholarly research activities. However it was not until the mid to late 19th century that research in the United States picked up momentum. By 1940 as a result of war, the National Defense Research Committee was formed and federal research grants began to flow. Many American institutions in the 1950’s and thereafter hired young faculty as teachers but who were evaluated primarily as researchers.

As the balance of scholarly activity shifted towards greater emphasis on research, teaching and service became less well rewarded and they lost favor, carrying the meaning of very little other than being a “good citizen”, or lending a hand with community work, etc.

In the late 1980’s Charles Boyer visited colleges and was struck by the renewed attention being paid to undergraduate education. I am personally aware of that renewed attention. Two of my children were college students during the 1990’s. I would often hear them complain that the college professors were not accessible; teacher assistants (TA’s) taught the class, supervised the students, graded the papers, etc. The professors were off somewhere in the laboratory doing research.

As a Board of Visitors member at my 11

alma mater, North Carolina State University, I participated in efforts to place more emphasis on teaching and service and to provide appropriate rewards for scholarly activity in those areas.

As Boyer indicates, the single concern around which all others pivot is the issue of faculty time. “What really is being called into question is the reward and the key issue is what activities of the professoriate are most highly prized. After all it is futile to talk about improving the quality of teaching if in the end faculty are not given recognition for the time they spend with students.” As a result of Boyer and his colleague Glassick, two books were published as part of the effort by the Carnegie Foundation for the Advancement of Teaching to Explore Significant Issues in Education. Boyer published a book Scholarship Reconsidered in 1990 and Glassick published the book Scholarship Assessed in 1997. Through their work, four areas of scholarship have been defined and are widely used by institutions of higher education throughout the nation, including many of the medical schools. These areas are the scholarship of discovery, the scholarship of integration, the scholarship of application and the scholarship of teaching. What follows in this president’s message are my thoughts about general requirements, the interview process for academic faculty positions, as well as an overview of faculty appointment designations and the definition of excellence and scholarship at my institution. You must define your area(s) of scholarship, which hopefully is aligned with your job description, daily activities and expectations as outlined by your chair and/or dean and congruent with your academic track (ie clinician educator track, tenure track etc.)

ACADEMIC RESIDENT News and Information for Residents Interested in Academic Emergency Medicine

Edited by the SAEM GME Committee

FELLOWSHIP TRAINING: A NECESSITY IN TODAY’S ACADEMIC WORLD Susan Stern, MD University of Michigan SAEM Board of Directors

our specialty on a national level regarding issues specific to your area of expertise. You will be afforded the unique opportunity to discuss and develop curricula, policy, and protocol specific to your discipline at a local and national level. The enhanced ability to teach so many others, and effect significant change, is the greatest reward of fellowship training. But there are also practical advantages to pursuing post-graduate training.

You now are at the point in your training where you are beginning to believe that there is life after medical school and residency. This is an exciting time; you are about to get your first job as an attending emergency physician.

The next decisions you make may be critical and could shape and define the remainder of your career. Before making these decisions and selecting a position you should ask yourself several important questions. First, define as best you can your long term career goals and aspirations. This should include your vision of the ideal emergency medicine faculty position, and should be as detailed as possible. Consider specifics such as how you want to spend your work week, what percentage of your time you want to devote to various aspects of your job (i.e. direct patient care, medical student or resident education, administrative tasks, research, writing, committee work). Next research and answer the question, “What is the best way to ensure that I will be able to attain these goals?” If your goals include a career in academic emergency medicine, then the answer to the second question is easy — the best way to insure your success and happiness as an academician is to obtain post-graduate training. If you want to pursue a specific clinical discipline such as Pediatric Emergency Medicine, Toxicology, or Sports Medicine, the need for fellowship training is obvious. But what if you want to focus your academic career in research or education? Is postgraduate training really necessary for these career paths? The answer is an unqualified “Yes!” (at least if you want to maximize your chances of success and career satisfaction).

There is substantial evidence that fellowship training enhances career satisfaction. In a study of surgeons in academic medicine, those who completed fellowship training expressed greater career satisfaction and had fewer concerns about professional confidence as compared to those who did not complete such training.1 Those who did not obtain fellowship training were more likely to express dissatisfaction, frustration, and uncertainty with regard to their career. These findings are consistent with studies in other medical specialties, and are not unexpected assuming post-graduate training better prepares one for the many challenges of academic medicine. Certainly acquisition and mastery of the skills necessary to succeed at one’s job would result in a less stressful work environment and greater career satisfaction. And in fact, data from several specialties demonstrate that fellowship trained academicians feel more adequately prepared for their positions and careers. 2,3 There is also evidence that the corollary is true; that faculty who have not received training to meet the challenges of academic medicine feel unprepared. Twentyfive percent of junior faculty surveyed in pulmonology stated that their training, which emphasized clinical medicine, did not adequately prepare them for an academic position, specifically citing training in research methods and in writing papers and grants.3 This is consistent with another survey of medical faculty in which approximately 23% of MD researchers (vs. < 5% of MD-PhDs and PhDs) indicated that their formal training experience had not properly prepared them for their current positions.4 Similarly a survey of all U.S. EM residents demonstrated that the majority perceive their training in basic academic skills such as medical writing, grant writing, statistics, and study design (all essential skills for success in an academic career) as only fair.5 In a survey of program directors of all U.S. EM residencies, only 29% of respondents indicated that they believed their residents were well prepared for an academic career that requires original research.6 Similarly, in a survey of practicing emergency physicians, academic faculty cited insufficient research training and finding knowledgeable collaborators as significant obstacles to research productivity.7

Now at this point you may be cringing at the thought of extending your training and delaying the financial rewards of a full-time faculty position. You may have significant debts hanging over your head that you are anxious to pay off. Despite this temporary economical sacrifice (and this is the only disadvantage to fellowship training), there are numerous rewards and advantages. I would like to take this opportunity to describe the benefits you are sure to reap if you pursue post-graduate training.

First, fellowship training will allow you to attain a mastery of knowledge and skills in a given area well beyond that developed in residency. It will provide you with a level of expertise such that your colleagues will frequently look to you for advice and teaching. In addition, because of this training you will be better prepared to, and therefore will more likely be offered the privilege of representing

This sense of ill preparedness for academic medicine without significant post-graduate training is not likely an 12

illusion. A study conducted by the AAMC demonstrated that having two or more years of postdoctoral training, which included formal course work in the fundamental sciences pertinent to the investigatorâ&#x20AC;&#x2122;s area of concentration, significantly enhanced the likelihood of success for a researcher in academic medicine.8 A study of fulltime faculty at U.S. medical schools examined the association between fellowship training for primary care physician-faculty and professional outcomes such as academic productivity, rank, salary, and likelihood of promotion. Fellowship trained physician-faculty had a greater number of publications, greater success in obtaining grant funding, and a greater likelihood of academic promotion.2 This is consistent with data from internal medicine academic faculty which demonstrate a positive correlation between length of post-doctoral training and being an active researcher and principal investigator for a peer-reviewed research grant.4 Career satisfaction among fellowship trained academicians may also be higher because post-graduate training appears to enable faculty to structure their work responsibilities more specifically to their interests. In a study of fellowship-trained toxicologists, a significant proportion of respondents reported that their post-graduate training allowed them to obtain a reduction in their clinical responsibilities so that they could spend more time pursuing activities such as involvement in poison center leadership and fellowship training, as well as research. 9 Similarly, primary care physician-faculty at academic institutions who were fellowship trained had more protected time for research and spent less time in patient care activities, as compared to non-fellowship trained physician faculty.2 In other words, developing a focus of expertise may enable you to take more control of your job structure and how you spend your time. This can be expected regardless of the discipline in which you received your training and expertise. In addition to the obvious increased satisfaction that comes with spending your time doing the things you enjoy most, there is a practical advantage to being able to structure oneâ&#x20AC;&#x2122;s own time. By devoting more energy to your specific career interests you will be better able to accomplish your career goals. Unfortunately in these times of increasing clinical demands and decreasing revenue, one cannot expect an administrator or academic chair to provide a reduction in clinical responsibilities in order for you to pursue your passion if you have not already demonstrated a true commitment and developed expertise in that area.

You may still be unconvinced or at least skeptical of the necessity and value of fellowship training. I am guessing that like most of my early role models in academic medicine, most of your role models did not pursue post-graduate training, and so it is logical to conclude that this sacrifice of time and money is unnecessary. Similarly, you may hear from many faculty that you do not need to do a fellowship to obtain a position in, and practice academic emergency medicine. You may be under the false impression that you will be able to develop the specific skills and knowledge base for an academic career in your area of interest as a junior faculty member. After all, your clinical load will certainly be significantly less than when you were a resident. Allow me to provide you with some reality.

First, in the recent past there was a significant shortage of academic faculty. Nearly any emergency medicine residency graduate with minimal research or other academic experience and a desire to pursue an academic career was highly sought-after. This trend is rapidly changing. With the past increase in residency programs and residency graduates and the current decrease in the growth of new programs, one can predict that in the future there will be fewer academic spots available. It follows that the competition for these positions will be tougher. Those with advanced training and demonstrated expertise in a specific discipline will be filling these positions.

Second, in the past decade the face of academic emergency medicine has significantly changed. During this time period more than 30 new academic departments and 30 new residency programs have been established in Emergency Medicine. Unlike the earlier established emergency medicine residency programs, approximately 40% of the new departments and 30% of the new residency programs are at research intensive academic medical centers as defined by the level of NIH funding.

Therefore, one can expect that the greatest need for academic faculty will be at these institutions. The success of academic EM faculty at these institutions will no doubt require demonstrated skill not only as clinicians and educators, but as traditional academicians, publishing regularly and competing for research funding. So although many of your current role models may have survived in academic medicine without post-graduate training, this will not be the norm in the near future. In fact there are several senior faculty in our specialty who have recently enrolled in various post-graduate training programs in order to further enhance their academic skills.

Third, it is unrealistic to consider that you will have the time to develop the skills and knowledge needed for an academic career as a junior faculty member. Even junior faculty who have had significant post-graduate training require protected time to further develop their teaching and investigative skills. Unfortunately, many junior faculty are soon overburdened with clinical and administrative demands, leaving little time for investigative or other academic pursuits. These faculty often become frustrated and drop out of academic medicine. To avoid this scenario, some academic leaders recommend that junior academic faculty allocate a minimum of 33% of their time, while some recommend up to 75% of their time, to research.4,10 James B. Wyngaarden, former director of the NIH, recommended that investigator training programs be at least two years in length and devote 80% or more of their training to research.11 Unfortunately even the most desirable academic emergency medicine faculty positions require a minimum clinical commitment of 24 hours per week, and typically the number is closer to 28 hours per week. This does not include teaching or administrative responsibilities. Therefore at least 30 hours of the workweek are already accounted for. This clearly does not leave adequate time for concentrated study in any discipline. Therefore, even in the best of circumstances it seems unrealistic that a junior faculty would be afforded adequate time to de(continued on next page) 13

Fellowship Training (Continued) velop a true expertise in a given academic discipline.

Couple this with the current reality that clinical demands in the academic world are increasing. Academicians in all specialties are being asked to assume more clinical responsibilities with the increased financial constraints placed on academic medical centers. As ED volumes increase and revenue fails to keep pace there will be more pressure on faculty to spend a greater percentage of their time doing clinical work. The junior faculty member is particularly vulnerable to having their time usurped in this manner. Senior faculty have more often already acquired funding for research or other academic activities, affording them protected time. Hence, junior faculty are most often the first to be asked to assume additional duties, whether it be clinical or teaching responsibilities; this in spite of the fact that these physicians are in their so-called formative years, and consequently the most critical and vulnerable period of their career. In a survey of junior pulmonary faculty at institutions with training programs, lack of protected time to develop necessary research skills was cited as the greatest obstacle to academic success. 3 In the same survey, faculty were asked about employment agreements that were not honored. Twenty-two percent answered that their terms of employment had been violated. As one might predict, disagreements arose most frequently from unexpected increases in clinical duties, as well as from decreases in promised support (i.e. funds, technical assistance, and space). A fellowship however, protects and insulates the trainee from these pressures. Fellowship training is the only mechanism by which you will be granted adequate protected time to develop the academic skills required in the discipline of your choosing.

As a fellow, the department or section has a continued obligation to your academic development and education; and unfortunately the latter is not always the first priority for junior faculty.

tive activities significantly higher than did the faculty without mentors. They also rated their research preparation and research skills higher, had significantly higher career-satisfaction scores, and had a greater likelihood of being awarded research grants.13 Blackburn wrote: “Mentorship/sponsorship in the first years is critical for launching a productive career. Learning the informal network that supports productivity — the inner workings of professional associations and who the productive people are — is critical.”14 Besides providing training and contacts, mentors help one to define appropriate career goals and assist in achieving these goals through career sponsorship and psychosocial support. The ideal mentor will place the fellow’s goals above program or institutional goals; they will protect him/her from excessive demands from the institution and department, as well as protect the trainee from his/her own natural inclination to take on too many activities. The deleterious effect of a lack of an appropriate mentor has been demonstrated by Katz who noted that during a researcher’s first year on the job, the “most significant negative correlate with productivity is autonomy.”15 Appropriate mentors may be easier to find and these relationships more readily established while in a post-graduate training program, where there is likely to be a critical mass of more senior investigators and academicians with expertise in your area of interest. A good postgraduate training program will provide you with several potential mentors. From a personal perspective, the establishment of specific mentoring relationships was one of the most satisfying and important aspects of my fellowship training. I have been able to continue these relationships throughout my academic career and they have provided me with much needed professional and personal support.

In summary, data from the emergency medicine, as well as other medical specialties, clearly demonstrate that residency training does not provide adequate preparation for an academic career. There is significantly greater likelihood of success and career satisfaction if one receives appropriate post-graduate training. This may take the form of a traditional clinical fellowship such as pediatric emergency medicine or toxicology, a well-structured research fellowship, or a degree program such as an MBA or Masters in Education. This will be the only time in your career in which you will be completely protected from the political and financial pressures of the academic medical center, and be afforded adequate time to completely immerse yourself in the study of your chosen discipline. If you choose to make this “sacrifice” and pursue such training, you will be rewarded throughout the remainder of your career. You will be prepared to take on a leadership role within our specialty, and perhaps within the greater house of academics. You will develop some of your closest and most cherished professional (and perhaps personal) relationships during your post-graduate training, and these will continue throughout your career. Fellowship training was one of the most enriching experiences of my career. I hope you will consider this great opportunity for yourself.

And finally fellowship training contributes to a physician’s academic success through the establishment of important mentoring and collaborative relationships. The establishment of appropriate mentors is vital to the success of any academician. Many experienced academicians report that finding a good mentor was the most critical aspect in their achieving success. Successful researchers usually have a network of professional colleagues with whom they maintain frequent contact.

These colleagues provide quick access to the most recent work in the area, serve as thinking partners when the researcher needs help, and open doors to peer review panels. These relationships also serve faculty through help in teaching, institutional linkage, national linkage, and recognition.

Data demonstrate that the most productive researchers have had help before, during, and after training from advisers or mentors. Individuals who associate and collaborate early with senior scientists are more likely themselves to become productive researchers.12 In a study of junior faculty at U.S. medical schools, faculty who had mentors rated the adequacy of professional support from their institutions for teaching, research, and administra14

8.

References 1. Anderson KD, Mavis BE. The relationship between career satisfaction and fellowship training in academic surgeons.

Am J Surg 1995; 169: 329-333.

2. Taylor JS, Friedman RH, Speckman JL, et al. Fellowship training and career outcomes for primary care physicianfaculty. Acad Med 2001; 76: 366-372.

3. Broaddus VC, Feigal DW. Starting an academic career. A survey of junior academic pulmonary physicians. Chest 1994; 105: 1858-1863.

4. Levey GS, Sherman CR, Gentile NO, et al. Postdoctoral research training of full-time faculty in academic departments of medicine. Ann Intern Med 1988; 109: 414-418.

5. Neacy K, Stern SA, Kim HM, et al. Resident perception of academic skills training and impact of academic career choice. Acad Emerg Med 2000; 7: 1408-1415.

6. Stern SA, Kim HM, Neacy K, et al. The impact of environmental factors on emergency medicine resident career choice. Acad Emerg Med 1999; 4: 262-270.

7. Sanders AB, Fulginiti JV, Witzke DB, et al Characteristics influencing career decisions of academic and nonacademic emergency physicians. Ann Emerg Med 1994; 23: 81-87.

9.

10.

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12.

13.

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Gentile NO. Postdoctoral research training of full-time faculty in departments of medicine. Washington, DC: Association of Professors of Medicine, Association of American Medical Colleges, 1989, pp 1-62.

Wax PM, Donovan W. Fellowship training in medical toxicology: Characteristics, perceptions, and career impact.

Clin Tox 2000; 38: 637-642 Mason RJ. The academic pulmonary physician: Can one be both a productive scientist and effective clinician? Am rev Respir Dis 1989; 139: 1551-1552.

Bland CJ, Schmitz CC. Characteristics of the successful researcher and implications for faculty development. J Med Educ 1986; 61: 22-31.

Cameron SW, Blackburn RT. Sponsorship and academic career success. J Higher Educ 1981; 52: 369-377.

Palepu A, Friedman RH, Barnett RC, et al. Junior faculty members’ mentoring relationships and their professional development in U.S. medical schools. Acad Med 1998; 73: 318-323.

Blackburn RT. Academic careers: patterns and possibilities. Cur Iss Higher Educ 1979; 2: 25-27.

Katz RL. Job longevity as a situational factor in job satisfaction. Admin Sci Q 1978; 23: 204-223.

The Top 5 Most-Frequently-Read Contents During June 2001 (Most-read rankings are recalculated at the beginning of the month. Rankings are based on hits received by articles archived on AEMJ.org.)

1

Emergency Department Management of Patients with Seizures: A Multicenter Study Acad Emerg Med Jun 01, 2001 8: 622-628. (In “CLINICAL INVESTIGATIONS”)

2

Monthly, Weekly, and Daily Patterns in the Incidence of Congestive Heart Failure Acad Emerg Med Jun 01, 2001 8: 682-685. (In “BRIEF REPORTS”)

3

Outcome in Cardiac Arrest Patients Found to Have Cardiac Standstill on the Bedside Emergency Department Echocardiogram Acad Emerg Med Jun 01, 2001 8: 616-621. (In “CLINICAL INVESTIGATIONS”)

4

Can Cardiac Sonography and Capnography Be Used Independently and in Combination to Predict Resuscitation Outcomes?

Acad Emerg Med Jun 01, 2001 8: 610-615. (In “CLINICAL INVESTIGATIONS”)

5

The Model of the Clinical Practice of Emergency Medicine Acad Emerg Med Jun 01, 2001 8: 660-681. (In “SPECIAL CONTRIBUTIONS”)

ARE YOU TAKING ADVANTAGE OF AEM ONLINE? Log onto <www.aemj.org> and start taking advantage today!

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Scholarly Activities (Continued) Tenure-ineligible Faculty Appointment Designations 1. Clinical Faculty (CF) 2. Research Faculty (RF) 3. Instructional Faculty (IF) An appointment is made according to the major focus of the faculty as specified in the initial or modified letter of appointment.

Promotion & Tenure Considerations “Research related efforts may compete with teaching rather than enhance it, just as it is possible for undue emphasis on clinical service to compete with teaching. Rewards must be balanced so as to encourage the effective teacher. At the same time, medical students and residents need the intellectual stimulus of a faculty involved in biomedical research and the opportunity to perform as clinical apprentices under the criticism, stimulation, and leadership of expert clinicians.

While promotion of faculty members must require demonstration of intellectual excellence through some form of scholarly communication, the promotions policy considers the activities of teaching, research and service (patient care, administration, public service or leadership) as being of equal importance; for all are essential to the overall mission of the institution.”

• Six year probationary period for promotion from assistant to associate professor • Four year additional period to obtain tenure • The probationary period may be perhaps the best assurance of excellence • The tenure policy does not exist primarily to guarantee job security, but rather ensures the continuation of an atmosphere of academic freedom A medical school must fulfill complex missions in education, research and service, particularly patient care. Its ability to do this depends on the committed participation of excellent faculty in a broad range of disciplines.

Excellence must be achieved and documented in one major area for promotion and in two areas for tenure.

Scholarship must be documented in one major area for promotion and tenure.

Therefore, regardless of tenure or non tenure track documentation of excellence and scholarship is expected of all academic faculty.

In addition to requiring evidence of excellence in two focus areas with scholarship in one, tenure is awarded to individuals upon evidence of the capacity and likelihood for continued intellectual, scholarly and professional vitality; upon evidence of the ability and willingness to perform assigned duties;

and upon evidence of a sense of responsibility and dedication to make the continuing exemplary performance of duties a reasonable expectation.

Definition of Excellence and Scholarship Excellence • Relates to a quality of performance or product of sufficient quantity to satisfy the expectations for promotion and/or tenure.

Scholarship • Relates to an intellectual/creative synthesis or analysis which leads to new knowledge or insights.

• Evidence of capacity to persuade, influence or inspire (expertise).

• Possesses qualities of excellence, capability for review by peers and dissemination in the public domain.

• Questions assumptions.

• Takes risks by testing new hypothesis.

• Disseminates ideas and findings to colleagues who critically evaluate the substance and implications.

Scholarship may occur in any one of the broad categories of teaching, research and service.

Scholarship There are four areas of scholarship as defined by (Boyer) and (Glassick).

They are the scholarship of discovery, the scholarship of integration, the scholarship of application and the scholarship of teaching. The scholarship of discovery (or research) has been the primary focus for P&T in medical schools even though faculty have had major responsibilities in the other areas of scholarship (Beattie). Find out what types of publications qualify at your institution, (i.e., will book chapters and abstracts qualify as well as publications and peer reviewed journals?)

Generally, scholarly activity is that activity which focuses on a specific area of the specialty and which has an impact upon the specialty, (ie education or curriculum that could be used at medical schools, residency programs or by clinicians) and/or research that affects how we practice. Institutions may require excellence in one or more categories such as excellence in education/ teaching, clinical excellence or excellence in research. Find out what is expected and how many categories you must demonstrate excellence.

Scholarship of Discovery A. Comes closest to the meaning of research.

B. Contributes not only to the inventory of human knowledge, but also to the intellectual climate of the institution.

C. Address what is to be known and what is yet to be found?

16

Scholarship of Integration (closely related to discovery) A. Collects isolated facts and synthesizing them into a new perspective.

B. Makes connections across disciplines.

C. Places specialties in a larger context.

D. Illuminates data in a revealing way.

E. Seeks to interpret, draw together and bring new insight to bear on original research.

F. Interprets and fits one’s own research or the research of others into larger intellectual patterns.

G. Address what do the findings mean?

Thomas Jefferson: “The fact is that one idea leads to another, that to a third and so on through the course of time until someone, with whom no one of these ideas was original, combines all together, and produces what is justly called a new invention.”

Scholarship of Application A. Application of knowledge to deal with consequential problems.

B. In clinical medicine, it is tied directly to one’s special field or focus field of knowledge.

C. Relates to and flows directly out of one’s professional activity.

D. Such scholarship of service is serious demanding work, requiring the rigor and accountability traditionally associated with research activities.

E. New intellectual understandings can arise from the application (examples) 1. Medical diagnosis 2. Treatment 3. Shaping of public policy Scholarship of Teaching A. Teaching, both educates and entices future scholars.

B. Dynamic endeavor involving, analogies, metaphors and images that build bridges between the teacher’s understanding and the student’s learning.

C. Transmitting knowledge, transforming and extending knowledge.

D. Stimulates active learning, encourages students to be critical thinkers.

Six Standards Common to All Manner of Scholarly Work • Clear goals • Adequate preparation • Appropriate methods • Significant results • Effective presentation • Reflective critique Documentation of Excellence and Scholarship “Portfolio:” Evidence Collection Demonstrate particular accomplishments, talents, interest and responsibilities in professional focus areas. (continued on next page)

Scholarly Activities (Continued) Excellence Documentation (examples at UVa) Document excellence in at least two of three focus areas (i.e., research, teaching, service).

Research Examples 1. Research presentation/publications.

2. Quality evidenced by publication of original research.

3. Significance of problems addressed.

4. Opinions of outside reviewers.

5. Success in obtaining continued grant funding.

6. Recognition by peers as an independent, original and substantive investigator.

7. Participation on editorial boards.

8. Participation on national study sections.

9. Leadership roles in national or international scientific societies.

10. Consultancy participation.

11. Development of research programs.

12. Participation in program, projects, and training grants.

Teaching Examples 1. Design and delivery of superior courses.

2. Favorable evaluations by students/ residents.

3. Teaching awards.

4. Judgment of quality by members of department.

5. Regional, national and international contributions/impact on education.

6. Regular invitations to serve as visiting professor.

7. Program chair for professional society annual meetings.

8. Published research that involves development or evaluation of teaching methods and/or new program/products.

9. Defining new important and useful changes in medical education.

10. Editorships or authorships of textbooks or reviews, etc.

11. Authorship of important curriculum offerings or teaching materials adopted by other institutions.

Service Examples 1. Extensive participation in patient care.

2. Recognition as a consultant through referrals of significant numbers of patients.

3. Provision of unusual types of service not otherwise available in the region.

4. Organization of new types of patient care programs.

5. Educational administration, planning and analysis.

6. Direction of clinical lab.

7. Direction of clinical programs of benefit to entire institution.

8. Departmental administration.

9. Officer in national or state professional societies.

10. Service on commissions or editorial boards.

11. Community service.

12. Recognition by peers and patients as an excellent clinician.

13. Improving the well being of mankind through outreach programs that address the health needs of individual patients, the community, the state, the nation.

14. Innovations that improve the quality, efficacy or efficiency of patient care; cost; resource utilization; professional time.

15. Clinical research: clinical trials, outcomes in investigations.

16. Membership on major clinical committees.

17. Activity with service related governing boards.

18. Participation in health care delivery/ research oriented to specific populations (i.e., ED overcrowding, indigent care, geriatric care, minorities, rural health, access to health care, injury prevention, public health).

Scholarship Documentation (examples at UVa) Document scholarship in at least one of the three focus areas for promotion and tenure. Demonstrate specialty expertise.

Research Examples 1. Publications in peer reviewed journals.

2. Publications of monographs, manuals, electronic media.

3. Publications in meeting proceedings.

4. Successful peer-critiqued grant proposals.

5. Editorial consultation or review of scientific books and articles.

6. Invited presentations (research seminars) of original scientific data at major national or international meetings or at major institutions or research organizations.

7. Demonstration of sustained, externally funded program or independent scholarship.

Teaching Examples 1. Development of a widely used text or video tape.

2. Publication of teaching monographs, electronic text, etc.

3. Publication of teaching manuals.

4. Development of widely used course curriculum.

5. Development of teaching tools or innovative approaches to education including patient, community and continuing medical education.

Service Examples 1. Published clinical reviews.

2. Reports of innovative treatment.

3. Editorials or authorship of special reports by major commissions or committees concerning health related issues.

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4. Organization of a new clinical service or reorganization of an existing clinical service.

EM examples a. Toxicology service b. Chest pain unit c. Prehospital services d. Observation unit e. Sports medicine service f. Pediatric ED 5. Development of an objective method of evaluating service or educational program in a manner that can be quantified and statistically analyzed.

6. Development of patient care systems (i.e., tracking systems, lab ordering, specimen handling, etc.)

The rewards and recognition for scholarship in the areas of discovery, integration, application and teaching may vary from institution to institution. However, in my reviews of institutional P&T guidelines as I have written many letters of support, the road map to successful promotion and tenure is similar and requires a well thought out game plan before embarking upon the academic journey. This paper incorporates definitions and requirements for excellence and scholarship at my institution. You must become familiar with your institutionâ&#x20AC;&#x2122;s guidelines for P&T and what constitutes scholarly activity.

References 1. Boyer EL. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching, 1990.

2. Glassick CE, Huber MT, Maeroff GI. Scholarship Assessed: Evaluation of the Professoriate. San Francisco, CA: Jossey-Bass 1997 3. Beattie DS. Expanding The View of Scholarship: Indtroduction. Academic Medicine 2000; 75: 871-876.

4. Glassick CE. Boyerâ&#x20AC;&#x2122;s Expanded Definitions of Scholarship, The Standards for Assessing Scholarship, and the Elusiveness of the Scholarship of Teaching.

Academic Medicine 2000; 75: 877-880.

5. Dauphinee D, Martin JB. Breaking Down the Walls: Thoughts on the Scholarship of Integration. Academic Medicine 2000; 75: 887-894.

6. Fincher RME, Simpson DE, Menin SP, et al. Scholarship in Teaching: An Imperative for the 21st Century. Academic Medicine 2000; 75: 887-894.

7. Shapiro ED, Coleman DL. The Scholarship of Application. Academic Medicine 2000; 75: 895-898.

8. Levinson W, Rubenstein AR. Integrating Clinical-Educators into Academic Medical Centers: Challenges and Potential Solutions. Academic Medicine 2000; 75: 906-912.

9. Promotion and tenure policy manual University of Virginia School of Medicine 12/18/1995.

FACULTY POSITIONS

University of Pittsburgh

MARYLAND: New emergency medicine opportunity available for summer 2001 at growing community hospital in suburban Maryland facility. BC/BP emergency medicine specialists interested in full-time opportunity with small democratic group with excellent benefits and compensation can forward C.V. to Medical Matrix at Fax (301) 498-6576 or e-mail to medmatrix@aol.com.

The Department of Emergency Medicine offers fellowships in the following areas: • Toxicology • Emergency Medical Services • Research • Education

MICHIGAN, ANN ARBOR: RESEARCH DIRECTOR - ACADEMIC SETTING Seeking BC/BP EM physician to join St. Joseph Mercy Hospital faculty as Director of Research. Clinical research experience required.

Level II Trauma Center with on-site Medflight air ambulance service that sees 92,000 patients annually between the ED, adult and pediatric ambulatory care centers, and chest pain observation unit. Approved EM Residency program sponsored by the hospital and University of Michigan Medical Center. Employed position offers dedicated protected time as research director with excellent remuneration, faculty stipend, paid malpractice, relocation allowance, cafeteria-style benefit package, 401(K), long term disability, flexible scheduling and more. Contact Nancy Ely at 800-466-3764, ext. 377; nely@cpmgpc.com; or visit us on the web at EPMGPC.com

Enrollment in the Graduate School is a part of all fellowships with the aim of obtaining a Master’s Degree. In addition, intensive training and interaction with the nationallyknown faculty of the Department of Emergency Medicine, with experts in each domain, is an integral part of the fellowship experience. Appointment as an Instructor is offered, and fellows assume limited clinical responsibilities in the Emergency Department at the University of Pittsburgh Medical Center and affiliated institutions. Each fellowship offers the experience in basic and/or human research as well as teaching opportunities with medical students, residents and other health care providers. The University of Pittsburgh is an Equal Opportunity Employer, and will welcome candidates from diverse backgrounds. Each applicant should have an MD/DO background or equivalent degree and be board certified or prepared in emergency medicine (or have similar experience). Please contact Donald M. Yealy, MD, University of Pittsburgh, Department of Emergency Medicine, 230 McKee Place, Suite 500, Pittsburgh, PA 15213 to receive information.

OHIO STATE UNIVERSITY: Assistant/Associate or Full Professor. Established residency training program. Level 1 Trauma center. Nationally recognized research program. Clinical opportunities at OSU Medical Center and affiliated hospitals. Send curriculum vitae to: Douglas A. Rund, MD, Professor and Chairman, Department of Emergency Medicine, The Ohio State University, 016 health Sciences Library, 376 W. 10th Avenue, Columbus, OH 43210 or call (614) 293-8176. Affirmative Action/Equal Opportunity Employer.

OREGON: The Oregon Health Sciences University Department of Emergency Medicine is conducting an ongoing recruitment of talented entrylevel clinical faculty members at the assistant professor level. Preference is given to those with fellowship training, experience in collaborative clinical research, and writing skills. Please submit a letter of interest, CV, and the names and phone numbers of three references to: Jerris Hedges, MD, MS, Professor & Chair, OHSU Department of Emergency Medicine, 3181 SW Sam. Jackson Park Road, UHN-52, Portland OR 97201-3098.

RESIDENCY DIRECTOR

BELLEVUE HOSPITAL NEW YORK UNIVERSITY MEDICAL CENTER

FACULTY POSITION

NEW YORK, NEW YORK

The Division of Emergency Medicine at Duke University Medical Center is working to develop an Emergency Medicine Residency Program. We are currently seeking full-time academic faculty members. These positions offer a variety of opportunities for clinical practice, teaching, and research.

Residency training and BC in EM required.

Duke University Medical Center Emergency Department is a Level I Trauma Center in Durham, North Carolina, with an annual volume of 65,000 patient visits. Competitive salary and benefits. Faculty at all academic levels are invited to apply.

We are seeking an inspired, creative leader with demonstrated administrative experience to enhance the growth and development of our residency training program.

The residency program is based at Bellevue Hospital Center, New York University Medical Center, and New York University School of Medicine.

The active emergency departments at both sites offer a broad exposure to all aspects of Emergency Medicine.

The residency consists of 14 residents per year in a four-year program.

Qualified candidates must have completed Emergency Medicine Residency Training with extensive experience in an academic training program. The successful candidate will join a large faculty committed to education, research and exceptional care at America’s oldest public hospital and one of America’s oldest medical schools.

The academic and administrative support will permit the candidate to prosper in a demanding and stimulating environment.

Inquiries should be accompanied by a Curriculum Vitae and addressed to: Lewis Goldfrank, MD, Director Emergency Medicine Bellevue Hospital Center 27th Street and First Avenue New York, New York 10016 Tel: (212) 562-3346 Fax: (212) 562-3001 e-mail: goldfl03@popmail.med.nyu.edu

Please contact: Kathleen J. Clem, MD, FACEP Chief, Division of Emergency Medicine DUMC 3096, Durham, NC 27710 email: clem0002@mc.duke.edu 18

PENNSYLVANIA EMERGENCY MEDICINE PACULTY POSITION: BC/BE Emergency Medicine physician needed for academic program in beautiful Eastern Pennsylvania city. 110 protected clinical hours plus academic responsibilities. Competitive employee compensation and benefits package. Department had approximately 47,000 ER visits per year. Level 2 Trauma. For more information, contact Carl Simmons at 800-383-2417; fax 770-446-2633; e-mail csimmons@cejka.com.

ID#7772SE. For more opportunities, career tips, and current salary information, visit www.cejka.com

Open Rank: The University of Cincinnati Department of Emergency Medicine has a full-time academic position available with research, teaching, and patient care responsibilities. Candidate must be residency trained in Emergency Medicine with board certification/preparation. Salary, rank, and track commensurate with accomplishments and experience. The University of Cincinnati Department of Emergency Medicine established the first residency training program in Emergency Medicine in 1970.

The Center for Emergency Care evaluates and treats 76,000 patients per year and has 40 residents involved in a four-year curriculum. Our department has a long history of academic productivity, with outstanding institutional support.

Please send Curriculum Vitae to:

QUINCY MEDICAL CENTER seeks board certified/prepared emergency physicians with outstanding clinical skills and an interest in teaching.

Additional opportunity exists for a qualified candidate as EMS Director.

QMC (31,000 visits/year) is an affiliate of Boston Medical Center and a teaching site for the Boston University EM residency program. Faculty will have a BU academic appointment and opportunity to rotate to Boston Medical Center, the regions busiest Level I trauma center. Please direct inquires to: William Baker, MD Assistant Chief EM, or Octavio Diaz, MD, Chief, Quincy Medical Center, phone 617-376-5549; E-mail: Odiaz@QuincyMC.org. Affirmative action/equal opportunity employer.

UNIVERSITY OF CALIFORNIA, SAN FRANCISCO: Academic: Faculty position available for residency-trained, board eligible or certified emergency physician with previous teaching experience and commitment to academic career. Mix of clinical, research, educational and administrative responsibilities available. High acuity university ED with EM residents and diverse mix of community and tertiary care patients, serving one of the top-rated medical centers in the U.S. Please send your CV and description of interests to Michael Callaham, MD; Box 0208, University of California, San Francisco CA 94143-0208 (email mlc@itsa. ucsf.edu). The University of California is an equal opportunity employer.

W. Brian Gibler, MD Chairman, Department of Emergency Medicine University of Cincinnati Medical Center 231 Bethesda Avenue Cincinnati, OH 45267-0769.

UNIVERSITY OF MICHIGAN: The Department of Emergency Medicine at the University of Michigan is seeking a Residency Program Director for the Emergency Medicine Residency Program. The residency program is a joint program between the University of Michigan and St. Joseph Mercy Hospital both located in Ann Arbor. The residency program is a four-year program with 56 approved residents. Candidates at the Associate Professor level (either clinical or tenure track) preferred. Excellent fringe benefit package. If interested, please send curriculum vitae to: William G. Barsan, MD, Professor and Chair, Department of Emergency Medicine, UMHS, 1500 East Medical Center Drive, Ann Arbor, MI 48109-0303. The University of Michigan is an equal opportunity affirmative action employer.

Jacksonville, Florida

UNIVERSITY OF MISSOURI-KANSAS CITY/TRUMAN MEDICAL CENTER, Department of Emergency Medicine seeks academic faculty for a fulltime appointment at the assistant or associate professor level. Candidates must be board-certified or board-eligible in EM and have demonstrated research interests. TMC is the primary teaching hospital for the UMKC School of Medicine; fully accredited EM residency since 1973. Current research in infectious disease surveillance, trauma, ED ultrasonography, asthma, EMS, public health, and clinical process improvement. Contact Robert A. Schwab, MD, Truman Medical Center, 2301 Holmes S., Kansas City, MO 64108. (816) 556-3250. Schwabra@trumed1. trumanmed.org. An equal opportunity employer.

EMERGENCY MEDICINE

Academic Opportunity Available The University of Florida has available an academic position in the Department of Emergency Medicine. This urban campus provides adult and pediatric care, Level I trauma services, and toxicology support for an annual patient volume of 110,000. The Emergency Medicine Residency Program is over 25 years old and graduates 15 residents and 4 Peds EM fellows per year. The position is full-time (1.0 FTE) with an excellent benefits package. Tenure accruing vs non-tenure accruing tracts are negotiable. Jacksonville has an excellent family environment and offers a variety of cultural and recreational amenities, sporting events, sunny beaches, affordable housing and great schools. (EO/AA Employer)

VANDERBILT UNIVERSITY: Research Position â&#x20AC;&#x201D; The Department of Emergency Medicine at Vanderbilt University is seeking a researchoriented faculty member for a tenure track position. This position will be customized to meet a junior or senior level faculty memberâ&#x20AC;&#x2122;s training and experience. This exciting position is based in the Department of Emergency Medicine in collaboration with The Vanderbilt Center for Health Services Research. The individual to be recruited will have completed training in an Emergency Medicine Residency Program. He or she should have a strong interest, or record, in an academic career and a desire to focus on outcomes research. If appropriate, the selected investigator will be allowed sufficient non-clinical time to complete the Vanderbilt MPH program during his or her two years. This position will have up to 80% protected time and start-up funding. Secretarial, research nurse, and statistical support will be provided, along with a premium discretionary research package. Appointments will be commensurate with the individuals level of achievement. Excellent salary and benefits in a great community. Please reply to Corey M. Slovis, MD, Chairman, Department of Emergency Medicine, Vanderbilt University, Room 703, Oxford House, Nashville, TN 37232-4700, Email: corey.slovis@mcmail.vanderbilt.edu

Interested? Please fax current CV and letter of inquiry to: Dr. David Vukich, Professor & Chairman, 904/244-5666 for early consideration.

Application deadline: 12/1/01 19

We are increasing our faculty again! These are all new openings. The Brody School of Medicine at East Carolina University has immediate openings available for emergency physicians at the rank of assistant professor or above, depending upon the candidate’s qualifications. Physicians must have emergency medicine residency training or ABEM/AOBEM certification. The emergency medicine residency program has been fully accredited since 1982. Many faculty are extensively involved in state and national activities. Pitt County Memorial Hospital is a 740-bed Level I trauma center, with 55,000 ED visits per year and a new Urgent Care facility will open in the fall of 2001. Our residency has 12 positions per year. Greenville has the benefits of being a very family-oriented community and a college town. Compensation is competitive and commensurate with qualifications; an excellent fringe benefits program is provided. Screening begins summer of 2001 and will remain open until filled. This is an excellent opportunity to join a rapidly-growing emergency department in the coastal plains of eastern North Carolina, just ninety minutes from the Atlantic Ocean.

RESIDENT EMS COORDINATOR The Division of Emergency Medicine at Duke University Medical Center is working to develop an Emergency Medicine Residency Program.

We are currently seeking a faculty member with a strong interest in EMS. This position offers opportunities for community EMS involvement, clinical practice in the ED, teaching, and research. Residency training and BC in EM required. Duke University Medical Center Emergency Department is a Level I Trauma Center in Durham, North Carolina, with an annual volume of 65,000 patient visits.

Competitive salary and benefits. Faculty with EMS fellowship training are especially invited to apply.

Please submit letter of interest and curriculum vitae to: Nicholas Benson, MD, MBA Professor and Chair Department of Emergency Medicine The Brody School of Medicine at East Carolina University 600 Moye Boulevard Greenville, North Carolina, 27858-4354 Phone 252-816-4757; Fax 252-816-5014

Please contact: Kathleen J. Clem, MD, FACEP Chief, Division of Emergency Medicine DUMC 3096, Durham, NC 27710 email: clem002@mc.duke.edu

ECU is an EEO/AA employer and accommodated 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/med

www.uhseast.com

— ANNOUNCEMENT — EMERGENCY MEDICINE DEPARTMENT, REGIONS HOSPITAL HEALTHPARTNERS RESEARCH FOUNDATION

ANNOUNCING

Research Investigator The Emergency Medicine Department of Regions Hospital in St. Paul, MN, in collaboration with the HealthPartners Research Foundation, announces an excellent opportunity for a Research Investigator to join our team. The Emergency Department of Regions Hospital is a Level I Trauma Center with 68,000 patient visits per year. The department has a dynamic emergency medicine residency program and is developing a research program focused on health services research, the health care safety net, and access to essential care.

The University of Cincinnati Department of Emergency Medicine has established a second Endowed Chair in Emergency Medicine. We are seeking an established clinician scientist to hold the Endowed DISTINGUISHED CHAIR FOR CLINICAL RESEARCH IN EMERGENCY MEDICINE

The work of the Foundation is considered public domain research.

Presently, we have 300 active projects, supported by an eight million-dollar research budget and a research staff of 90. The research agenda for the Foundation includes a broad spectrum of work from basic and animal research, to clinical trials and health services research.

The University of Cincinnati Department of Emergency Medicine established the first Residency Training Program in Emergency Medicine in 1970. We have a long history of productive research with special emphasis on Cardiovascular, Neurovascular, Toxicology/HBO, and Outcomes investigation. This Endowed Chair offers a special opportunity for an individual to pursue a leadership position in Emergency Medicine.

Responsibilities include: Designing and implementing research projects related to the organization, delivery, cost effectiveness, and financing of health care services.

Individuals interested in this opportunity are encouraged to contact: W. Brian Gibler, MD Richard C. Levy Professor of Emergency Medicine Chairman, Department of Emergency Medicine University of Cincinnati College of Medicine 231 Albert Sabin Way Cincinnati, OH 45267-0769 513/558-8086 FAX: 513/558-4599 e-mail: Diane.Shoemaker@uc.edu

Candidates must have a PhD in Epidemiology, Health Services Research, or another health-related field.

HealthPartners offers a dynamic work environment with excellent benefits and a competitive salary. Please send or fax cover letter and resume to HealthPartners, Attn: LaVerne Sasser, Human Resources, PO Box 1309, Minneapolis, MN 55440-1309 or contact Brent Asplin, MD, MPH at (651) 254-4788 Ext. 5084 or Fax: (651) 254-5216. EO/AA Employer

20

DEPARTMENT OF EMERGENCY MEDICINE 5 NEW POSITIONS!

The College of Medicine at the University of Florida is seeking one Medical Director, at the rank of Clinical Assistant Professor/Clinical Associate Professor in the Department of Emergency Medicine. This teaching hospital emphasizes active involvement with Emergency Medicine residents and medical students. The position could advance to tenure accruing depending upon qualifications and level of experience. Qualified applicants will be Board Certified in Emergency Medicine, mature with an academic track record, significant teaching experience and superb administrative/fiscal acumen a plus. Faculty will provide clinical guidance and supervision of treatment delivered in the ED. A progressive, democratic, superb, 10-person faculty group of team players with emphasis on quality emergency care with dedicated customer service.

Shands at UF is the hub of a multi-hospital network.

Emergency Medicine medically directs county EMS and hospital transport including the ShandsCare helicopter.

Great compensation, Great benefits package, Great City!

The Emory Dept. of EM has been allocated five additional full-time attending physician positions. Our department staffs Grady Memorial Hospital, Atlanta’s Level I trauma center and the base hospital for our residency program and two additional teaching EDs — Crawford Long and Emory University Hospital. Program strengths include an outstanding EM residency program, medical student teaching, EMS, toxicology, tox fellowship with CDC, clinical and laboratory research, injury control, and health policy. Very competitive salary and benefits. Residency-training and/or board certification in EM required. Emory is an equal opportunity/ affirmative action employer — women and minorities are encouraged to apply. For more info, check our web site at www.emory.edu/em or contact:

Application deadline: 09/17/01. Anticipated start date: 10/01/01. Please send personal statement, CV and 3 letters of recommendation to Ahamed Idris, MD, Professor and Search Committee Chairperson, Department of Emergency Medicine, University of Florida, 1600 SW Archer Road, P.O. Box 100186, Gainesville, FL 32610-0392.

Arthur Kellermann, MD, MPH, Professor and Chair Department of Emergency Medicine 1365 Clifton Rd., Suite B-6200 Atlanta, GA 30322 Phone: (404) 778-2600 Fax: (404) 778-2630 Email: akell01@emory.edu

Women and minorities are encouraged to apply.

University of Florida is an Affirmative Action Equal Opportunity Employer.

LOS ANGELES COUNTY HARBOR-UCLA MEDICAL CENTER —EMS DIRECTOR—

INTERNATIONAL EMERGENCY MEDICINE FELLOWSHIP POSITION

The Department of Emergency Medicine (DEM) at HarborUCLA Medical Center is seeking a full-time academic emergency physician to fill the position of EMS Director. The institution ia a public hospital committed to serving the underserved of Los Angeles County, a Level 1 Trauma Center, and a major teaching affiliate of the UCLA School of Medicine. The DEM has an annual census of approximately 70,000 and supports a fully accredited Emergency Medicine residency program. As a paramedic base hospital, Harbor receives 550 calls per month, serves as a clinical site for paramedic training, and is a Physiocontrol site for EMS fellowship training. Candidates should be residency trained and board certified in Emergency Medicine.

Ideal candidates will have EMS fellowship training or previous EMS experience in the areas of administration, teaching and research. Academic rank and salary are commensurate with experience and accomplishments. For further information, contact:

The Johns Hopkins Center for International Emergency Medicine Studies announces a twoyear fellowship in international emergency medicine. The fellowship seeks to prepare leaders in international health and international emergency systems by developing academic, clinical, and administrative skills in international emergency medicine and humanitarian assistance. The fellowship will provide board eligible emergency medicine physicians with the opportunity to obtain training in international aspects of emergency medicine, formal public health education, and in-field experience in international health.

Interested persons may contact Chayan Dey MD MPH, Johns Hopkins University, 1830 East Monument Street, Suite 6-100, Baltimore, MD 21205; (410)502-8082; cdey@jhmi.edu

Robert S. Hockberger, M.D. Chair, Department of Emergency Medicine Harbor-UCLA Medical Center 1000 W. Carson Street – Box 21 Torrance, CA 90509 (310) 222-3504 Harbor-UCLA Medical Center is an equal opportunity and affirmative action employer.

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SAEM Membership Application Please complete and send to SAEM with appropriate dues, $25 initiation fee, and supporting materials.

SAEM • 901 N. Washington Ave. • Lansing, MI 48906 • 517-485-5484 • 517-485-0801 Fax • saem@saem.org Name_________________________________________________________________ Title: MD

DO

PhD Other____________

Home Address_________________________________________________________ Birthdate____________________ Sex: M

F

___________________________________________________________________________________________________________ Business Address ____________________________________________________________________________________________ ___________________________________________________________________________________________________________ Preferred Mailing Address (please circle):

Home

Business

Telephone: Home (_______)________________________________

Business (_______)________________________________

FAX: (_______)____________________________________________

E-mail:__________________________________________

(Required for Active Membership) Medical School or University Faculty Appointment and Institution ________________________________________________________ Membership benefits include: • subscription to SAEM’s monthly, peer-reviewed journal, Academic Emergency Medicine • subscription to the bimonthly SAEM Newsletter • reduced registration fee to attend the SAEM Annual Meeting Check membership category:

□ Active

□ Associate

□ Resident

□ Fellow

□ Medical Student

Active: open to individuals (a) with an advanced degree who hold a medical school or university faculty appointment and actively participate in acute, emergency, or critical care in an administrative, teaching or research capacity; (b) with similar degrees in active military service or (c) who otherwise meet qualifications but who do not hold a faculty appointment and who petition the Membership Committee. Annual dues are $295 plus a $25 initiation fee payable when the application is submitted. The application must be accompanied by a CV. Associate: open to health professionals, educators, government officials, members of lay or civic groups, or members of the public who have an interest in Emergency Medicine. Annual dues are $275 plus a $25 initiation fee payable when the application is submitted.

The application must be accompanied by a CV. Resident/Fellow: open to residents and fellows interested in Emergency Medicine. Annual dues are $90 plus a $25 initiation fee payable when the application is submitted. The application must be accompanied by a letter from the director verifying that the applicant is a resident or fellow and the anticipated graduation date. (A group discount resident member rate is available. Contact SAEM for details.)

Medical Student: open to medical students interested in Emergency Medicine. Annual dues are $75 (includes journal subscription) or $50 (excludes journal subscription), plus a $25 initiation fee payable when the application is submitted. The application must be accompanied by a letter verifying that the applicant is a medical student and the anticipated graduation date.

Interest Groups: SAEM members are invited to join interest groups. Include $25 annual dues for each interest group: M airway M CPR/ischemia/reperfusion M clinical directors M clinical skills M diversity M disaster medicine M domestic violence

M ems M ethics M evidence-based medicine M geriatrics M health services & outcomes research M injury prevention M international

M medical student educators M neurologic emergencies M pain management M pediatric emergency medicine M research directors M substance abuse M toxicology

M trauma M ultrasound M web-educators M youth violence prevention

My signature certifies that the information contained in this application is correct and is an indication of my desire to become an SAEM member.

Signature of applicant___________________________________________________________________ Date__________________ 22

SAEM Research Grants for 2002 The following is a summary of the research grants that will be funded by SAEM in academic year 2002.

Further information and application materials are posted on the SAEM website at www.saem.org.

SAEM Research Training Grant (formerly known as the Resident Research Year Award) This grant provides financial support of $75,000 per year for two years of formal, full-time research training for emergency medicine fellows, resident physicians, or junior faculty. The trainee must have a concentrated, mentored program in specific research methods and concepts, and complete a research project. Deadline for applications is November 1, 2001.

SAEM Institutional Research Training Grant This grant is currently under development, but SAEM expects to call for applications in the summer of 2001 for a start date of July 2002. The grant will provide financial support of $75,000 per year for two years for an academic emergency medicine program to train a research fellow. The sponsoring program must demonstrate an excellent research training environment with a qualified mentor and specific area of research emphasis. The training for the fellow may include a formal research education program or advanced degree. It is expected that the fellow who is selected by the applying program will dedicate full time effort to research, and will complete a research project. The ultimate goal of this grant is to help establish a departmental culture in emergency medicine programs that will continue to support advanced research training for emergency medicine residency graduates. Tentative deadline is November 1, 2001.

SAEM Scholarly Sabbatical Grant This grant provides funding of $10,000 per month for a maximum of six months to help emergency medicine faculty at the level of assistant professor or higher obtain release time to develop skills that will advance their academic careers. The ultimate goal of the grant is to increase the number of independent career researchers who may further advance research and education in emergency medicine. The grant may be used to learn unique research or educational methods or procedures which require day-to day, in-depth training under the direct supervision of a knowledgeable mentor, or to develop a knowledge base that can be shared with the faculty memberâ&#x20AC;&#x2122;s department to further research and education.

Deadline for applications is November 1, 2001.

SAEM Emergency Medical Services Research Fellowship This grant is sponsored by Medtronic Physio-Control. It provides $60,000 for a one year fellowship for emergency medicine residency graduates in EMS at an approved fellowship training site. The fellow must have an in-depth training experience in EMS with an emphasis on research concepts and methods. The grant process involves a review and approval of emergency medicine training sites as well as individual applications from potential fellows. Deadline for applications is November 1, 2001.

SAEM Neuroscience Research Fellowship This grant is sponsored by AstraZeneca. It provides one year of funding at $50,000 for an emergency medicine resident, graduate, or junior faculty member to obtain a mentored research training experience in cerebrovascular emergencies. The research training may be in basic science research, clinical research, or a combination of both, and the mentor need not be an emergency medicine faculty member. Completion of a research project is required, but the emphasis of the fellowship is on the acquisition of research skills. Deadline for applications is November 1, 2001.

EMF/SAEM Medical Student Research Grants This grant is co-sponsored by the Emergency Medicine Foundation and SAEM. It provides up to $2400 over 3 months for a medical student or resident to encourage research in emergency medicine. More than one grant is awarded each year.

The trainee must have a qualified research mentor and a specific research project proposal. Deadline for applications is January 11, 2002.

EMF/SAEM Innovations in Medical Education Grant This grant is co-sponsored by the Emergency Medicine Foundation and SAEM. It provides up to $5,000 to support projects that use novel techniques, programs, or products to improve emergency medicine education. Deadline for applications is January 11, 2002.

SAEM Medical Student Interest Group Grants These grants provide funding of $500 each to help support the educational or research activities of emergency medicine medical student organizations at U.S. medical schools. Established or developing interest groups, clubs, or other medical student organizations are eligible to apply. It is not necessary for the medical school to have an emergency medicine training program for the student group to apply. The application deadline is September 1, 2001.

The above descriptions may be subject to modification by the Board of Directors and Grants Committee. Please check the SAEM website, or call the SAEM office at (517) 485-5484 for grant instructions, application materials, and confirmation of deadlines.

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NEWSLETTER

Society for Academic Emergency Medicine 901 N. Washington Avenue Lansing, MI 48906-5137

Newsletter of The Society For Academic Emergency Medicine Board of Directors Marcus Martin, MD President Roger Lewis, MD, PhD President-Elect Donald Yealy, MD Secretary-Treasurer Brian Zink, MD Past President James Adams, MD Carey Chisholm, MD Glenn Hamilton, MD Judd Hollander, MD Debra Houry, MD, MPH Susan Stern, MD

Presorted Standard U.S. Postage P A I D Lansing, MI Permit No. 485

Editor David Cone, MD David.Cone@yale.edu Executive Director/Managing Editor Mary Ann Schropp mschropp@saem.org Advertising Coordinator Jennifer Mastrovito Jennifer@saem.org

“to improve patient care by advancing research and education in emergency medicine”

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.

CALL FOR DIDACTIC PROPOSALS 2002 Annual Meeting May 19-22, 2002 — St. Louis, Missouri The Program Committee is soliciting proposals for didactic sessions for the 2002 Annual Meeting. Didactic sessions should emphasize issues of research, education, clinical advances in Emergency Medicine, and faculty development. Didactics may be aimed at medical students, residents, junior faculty and/or senior faculty.

The format may be a lecture, panel discussion, or workshop. The Program Committee will also review proposals for pre- or post-day workshops, or multiple sessions during the Annual Meeting aimed at in-depth instruction in a specific discipline. Didactic proposals should support the mission of SAEM and should fall into one of the following categories: • • • •

Education (education methodology, improving the quality of education, enhancing teaching skills) Research (research methodology, improving the quality of research) Career Development State-of-the-Art (presentation of cutting-edge basic science or clinical research that has important implications for further investigation or the future practice of emergency medicine) • Health Care Policy and National Affairs Note that State of the Art sessions are not a review of the literature of a summary of clinical practice. All submitters are asked to briefly explain how the session meets the SAEM mission.

The deadline for submission is August 30, 2001.

To submit a proposal, complete a Didactic Submission Form, which will be posted on the SAEM web site at www.saem.org. All proposals must be submitted electronically. For additional questions or information, contact the Program Committee/Didactic Subcommittee through the SAEM office at saem@saem.org or 517-485-5484.