First and foremost, international emergency medicine (IEM) is a big tent. We’ve got clinicians with an interest in tropical medicine and trauma, systems experts, inventors, educators, missionary families, public health experts, thrill-seekers, and policymakers. A disaster response specialist who has a “go bag” packed at all times ready for deployment belongs in this tent, as does an epidemiologist based in the U.S. who analyzes data on cholera outbreaks in refugee camps. Because it’s a relatively new specialty there is the occasional squabble about what does and does not constitute IEM, but generally we agree that we are working together to improve the state of health for people in our world. Our specialty allows us to work in a multitude of settings and clinical environments, something that no other specialty can do.
There is a great need for faculty development, also known as professional development, in medicine and more specifically medical education. A recent JGME publication advocates for more online opportunities for faculty to join digital communities of practice and communities of inquiry to harness the power of experts and mentors worldwide [free PDF]. With our recent successes with the Chief Resident Incubator, which includes over 170 EM chief residents in North America, it was only a natural evolution for us to build a faculty-based incubator.
Thus we are proud and excited to announce that applications are now open for the new 2016-17 ALiEM Faculty Incubator for educator-scholars ready to take their careers to the next level — from theory to application. Applications are open NOW. Here are the top 5 reasons we are incredibly excited about this collaborative opportunity in education scholarship.
The Case of the Cackling Consulting Resident presented us with an interesting scenario that spurred quite an interesting discussion. In this case, we discussed a scenario where a consulting resident laughs when asked to admit a patient for social reason. What did the ALiEM community think of this case? Well, read on to gleam the summaries, or go directly to the blog discussion to read what people wrote!
As a practicing Emergency Medicine physician, I have spent almost the last decade of my life immersed in a culture of medical education. Actually, not quite accurate, as I have spent my life since middle school years either studying for one standardized test to another, or buffing my CV with medical related volunteering experiences in pursuit of my medical aspirations. Even prior to beginning medical school, I was drawn to the culture of medicine, what I saw as a commitment to altruism, and dedication to preserving patient health and quality of life.
In my actual training, most apparent during those grueling residency years, I was exposed to another culture of medicine; this period of my life was composed of fatigue, imposter syndrome, fear that my actions or ineptitude could directly cause patient harm or death. These emotions and feeling were just as present as my desire to heal and serve. I know that my experience is not unique, but what I didn’t know was the fascinating history of how this culture of medicine, and medical education has evolved since before the original establishment of residency education at Johns Hopkins in 1889. As the famous quote states, “those who don’t know history are destined to repeat it”, which underlies the importance of reading and reflecting upon Let Me Heal: The Opportunity to Preserve Excellence in American Medicine by Dr. Kenneth M. Ludmerer [Link].
The use of blogs and podcasts within health professions education is rapidly increasing, especially among emergency medicine and critical care learners [1-5]. However, there are no standardized quality assessment methods for the learners and educators that use and produce them. This dilemma led the MedEdLife Research Collaborative to launch a research agenda with the goal of developing a tool to assess the quality of blogs and podcasts. This was done through the series of studies that are presented in this blog.
Do you have 27 projects up in the air but none of them submitted for publication yet? (Guilty!) Have a great project in the works but can’t get past one sticky detail? (Been there!) Need help navigating a finicky IRB? (Yuck!) CV just looking a little threadbare? (Hangs head in shame.) You need a Works-in-Progress (WIP) meeting!
If you are a 4th year medical student, chances are that interviews are taking up much of your time and thought right now. Interviews can be stressful, especially when your future job is at stake and in the hands of the somewhat mysterious match process. How can you set yourself apart from hundreds of other applicants as someone who is a good fit for a program, who should be ranked highly, and who will be a great future resident – all in the course of a 15 minute interview? This post will walk you through some important “Dos” to make you stand out, and some devastating “Don’ts” that can sink you down lower on a program’s rank list.