So you are about to start your first year as an Emergency Medicine (EM) resident in a few short weeks. Or perhaps you are entering a new, more senior resident role in your department. You are probably unsure of what to expect, a bit anxious, but definitely excited to start. As part of a multi-institutional initiative launched by the ALiEM Chief Resident Incubator, chief residents from across the country pooled together what they wanted residents to know to become an amazing resident. After compiling the responses, we came up with these “Top 10 Secrets to Success as a EM Resident”.
The Case of the Terrible Code outlined a scenario where a resident observed a resuscitation that was not going well. Should he intervene even though the code leader was an attending? How? This month the MEdIC team (Brent Thoma, Sarah Luckett-Gatopoulos, Tamara McColl, Eve Purdy, John Eicken, and Teresa Chan), hosted a discussion around these questions with insights from the ALiEM community. We are proud to present to you the Curated Community Commentary and our 3 expert opinions. Thank-you to all our participants for contributing to the very rich discussions last week.
Congratulations to the Class of 2016 graduating class of emergency medicine residents! It is the end of a chapter and a beginning of another. For those of us practicing medicine for so many years, there are many things that we would have done differently… especially in that first year post-residency. In the following infographic, we present crowdsourced reflections and advice for residency graduates from the the UCSF Department of Emergency Medicine faculty.
Academic writing is a core competency for any faculty member. As much as we hate to all admit it, professional advancement (and dissemination of your hard work) still heavily relies on academic publications – in a variety of formats original research, review papers, case reports, simulation cases, blog, and website writing. It is important to prioritize writing just as consistently as you do staying up-to-date with all the latest practice-changing evidence as a habit early in your health professions education career.
Most academic conferences are run as one-room school houses, with an audience that includes a wide variety of learners ranging from interns to highly experienced attending physicians. Engaging a group of 30 to 40 learners simultaneously can be difficult, especially when covering a particularly dense topic. Although this teaching environment presents unique challenges, it also provides an opportunity to pilot innovative techniques.
IDEA Series: A Novel Flipped-Classroom Approach to Intern Conference Education featuring EM Fundamentals
Delivering a curriculum of core content to interns is both a priority and a challenge. Weekly conference provides time to deliver such a curriculum; however, varied rotation schedules limit consistent conference attendance, and intern-targeted content is inappropriate for upper-level residents. We addressed these challenges by implementing a flipped-classroom intern curriculum using training level-specific breakout sessions and a dedicated resource for asynchronous learning.
Chief Resident Incubator, known colloquially as the CRincubator, which for the first time brought together in one virtual space chief residents from EM programs coast to coast. The inaugural class used this opportunity to meet with mentors in EM, discuss difficult situations of being chief residents, and collaborate on projects in areas of education, wellness/public health, leadership and administration. As the academic year comes to an end we want to highlight the top 10 projects that were accomplished by chiefs involved in the CRincubator.