The EM Administration Fellowship serves to train residents desiring to pursue a leadership position in departments and hospital systems. Many graduates become department chairs and medical directors. Hosted by Dr. Michael Gisondi (Stanford) and Dr. Michelle Lin (UCSF), this podcast features fellowship directors from around the country discussing the who, what, when, and why of the fellowship.
The COVID-19 pandemic forced sweeping changes to graduate medical education over the last several months, and as we plan for the new academic year, it is clear that residency recruitment will fundamentally change as well. The Association of American Medical Colleges (AAMC) released a position statement encouraging medical school, residency, and faculty interviews to be held virtually [1]. While there is precedent for holding residency and fellowship interviews online [2-4], these new circumstances present significant challenges for applicants and residency programs alike.
One important change will be the loss of the pre-interview reception. Information exchange between students and residents over dinner at these receptions influences rank order list decisions [5,6]. These receptions provide opportunities for applicants to learn about resident life, satisfaction with their training, cost of living, and many other topics not authentically covered during the interview day. How can residency programs address the information gaps that will result from the loss of pre-interview receptions? Well-designed virtual receptions can provide a unique welcome to applicants and a means to communicate directly with faculty and residents. Here are some suggestions for the use of video conferencing to create ‘virtual receptions.’
Thus far, 2020 has been a year of catastrophic events, some surprising and others disappointingly predictable, and many people are struggling to navigate the chaos, to grasp at some semblance of a routine in the face of an unpredictable near future. Time has become a blur, a coalescence of unremarkable (yet unprecedented) moments.
What if we have the possibility to intentionally create these moments, for ourselves and those around us? What if, by reframing the way we view memory, experience, and time, we could be the powerful author of our own moments?
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This is a bittersweet moment for the MEdIC Editorial team – the launch of our 5th and final volume of our Medical Education in Cases ebook. We are very excited to showcase the compilation of our final season and hope that it serves you well as you all look to expand your online learning and teaching resources during this incredible time in medical history. We hope that you, your colleagues, and the greater FOAMed community enjoy this collaborative collection of high-quality cases and curated online commentary centered on educational, ethical, and professionalism-based quandaries. Your support, contributions, and enthusiasm for the MEdIC series over the years is greatly appreciated!
During medical simulation, the inherent unpredictability of learners’ performances and decisions can make it challenging to consistently achieve desired learning objectives. The amount learned and the errors made can vary wildly between groups. Paradoxically, a stellar student can minimize the learning for the other providers if he or she takes over and effortlessly completes the case. Likewise, the visceral impact of seeing a case go horribly wrong can have tremendous teaching value.1
In addition to these challenges, the COVID-19 pandemic has introduced additional barriers to medical simulation training; physical distancing measures have resulted in limited or canceled simulation activities for most emergency medicine residency programs.
Bedside ultrasound (US) often plays a crucial role in medical and trauma resuscitations in the emergency department (ED) [1]. Performing and interpreting bedside US studies such as the Extended Focused Assessment with Sonography for Trauma (E-FAST) during traumas or echocardiography during medical resuscitations are key skills for emergency medicine residents to learn during their training and adopt into clinical practice [2]. During trauma resuscitations timely and efficient dissemination of critical information is paramount. Information obtained via bedside US can be critical in determining further clinical actions (need for urgent thoracostomy for a pneumothorax, need for urgent exploratory laparotomy in a hypotensive patient with free fluid in the abdomen, etc.) through shared decision making between ED and trauma teams [3]. Information obtained via bedside US, however, is often difficult to convey during resuscitations given crowded rooms, simultaneous interventions, and limited viewing of the US screen. For ED and trauma providers wishing to better understand the utility of bedside US during resuscitations and how this powerful tool can change clinical management, a clearly visualized representation of what is displayed on the US screen could provide an ideal learning opportunity.
Medical professionals are busy people and exist in a constant state of “being busy.” How do we resolve chronic “busy-ness”? How do we manage our time effectively? In her recent talk at the CORD Academic Assembly 2020, Dr. Christina Shenvi, EM Physician and Associate Residency Director at UNC, provided 5 key actions to help us be productive, complete our work effectively, and strive for work-life balance. Dr. Shenvi recorded her lecture again to be shared with the ALiEM Faculty Incubator. This series of posts breaks down her talk into 3 sections in order to summarize her key points and to help us “Banish Busy” from our lives. This third post will address how to take control of our time.