ERLI: Education Research Lab and Incubator
The ALiEM ERLI (pronounced as “early”) is a collaborative research network, focused on a data-driven approach to advancing medical education and mentoring future education researchers who support our mission.
We are physicians, scientists, and educators working together to continually improve the way we do medical education by finding, sharing, and implementing the best possible evidence. Prior accomplishments include:
- An evidence-based resident wellness curriculum
- Educator toolkits for mindfulness, positive psychology, and second victim syndrome
- A national EM resident burnout survey
- A quick tool to screen physicians for burnout
Interesting learning more? Contact us.
Department of Emergency Medicine
The Ohio State University
Residency Wellbeing Innovation Hub
Our current primary focus within education research is on resident wellbeing. As result, we have collected a robust database of innovations after we asked emergency medicine residency leaders for their MOST EFFECTIVE interventions in their programs. We are thrilled to share this crowdsourced data with the collective education community.
Key Collaborators
These are collaborators who have co-authored prior publications and/or are working on active ERLI projects:
- Newton Addo, BSc
- Nicole Battaglioli, MD
- Arlene Chung, MD
- Wendy Coates, MD
- Michelle Lin, MD
- Matthew Melamed, MD MPH
- Tim Moran, PhD
- Sarah Mott, MD
- Katie Rebillot, DO
- Sneha Shah, MD
- Lainie Yarris, MD MSCR
Education Research Consultation Service
Have an education research idea? We have experts who can help refine your ideas into a well-designed research study. Submit the request form, and one of our consultants will contact you.
Information that we need:
- Introduction ~2 sentences: What is known/what is the background about this topic? What is the gap in knowledge?
- Methods ~3 sentences: What is your population of interest? Inclusion/exclusion criteria? What will your method of study be? What will you measure? How will you analyze your results?
- Results ~1-2 sentences: What results do you expect to find from your study?
- Conclusions ~2 sentences: How do your results fit into/contribute to the literature (or what do you expect the results to contribute)? What will next steps be?
- Help needed: How can the ALiEM Education Research Lab contribute to the development of this research idea? Tailoring your research question? Refining methods or data collection? Something else?
Consultation Team
Rush University Medical Center;
Chief Academic Officer
ALiEM Faculty Incubator
Medical Education Superpower:
Curiosity. I approach every clinical and educational challenge by asking “how can we improve it?” and then “how can we study it?” At any given time, I have a list of at least 10 future project ideas for when any of my current projects finish.
Department of Emergency Medicine
The Ohio State University
Medical Education Superpower:
I love using data to drive progress in medical education for topics such as resident wellbeing, implicit bias, and professional development
Medical Education Scholarship Fellow
Department of Emergency Medicine
Stanford University School of Medicine
Medical Education Superpower:
Hand me a coffee, and I will talk research methodology, curriculum design, grant writing, and competency-based medical education all day.
Research Manager
School of Medicine
Department of Emergency Medicine
Emory University
Medical Education Superpower:
If we can specify a research question, we can find a way to statistically model it.
Vice Chair for Faculty Development
Co-Director, Education Scholarship Fellowship
Oregon Health & Science University;
Deputy Editor, Journal of Graduate Medical Education
Medical Education Superpower:
I really enjoy bringing people together and working together on projects. I enjoy all aspects of the research process, but I think my superpowers are generating ideas and editing.
ERLI in the Literature
| Journal Publication | Altmetric |
|---|---|
| Battaglioli N, Mott S, Moran TP, Li-Sauerwine S, Melamed M. Optimist Prime- Emergency Medicine Residents are an Optimistic Group. Journal of Wellness. 2020;2(2): article 10. Published 2020 July 15. Article | |
| Li-Sauerwine S, Rebillot K, Melamed M, Addo N, Lin M. A 2-Question Summative Score Correlates with the Maslach Burnout Inventory. West J Emerg Med. 2020;21(3):610-617. Published 2020 Apr 21. DOI | |
| Arnold J, Tango J, Walker I, et al. An Evidence-based, Longitudinal Curriculum for Resident Physician Wellness: The 2017 Resident Wellness Consensus Summit. West J Emerg Med. 2018;19(2):337-341. Pubmed | |
| Zaver F, Battaglioli N, Denq W, et al. Identifying Gaps and Launching Resident Wellness Initiatives: The 2017 Resident Wellness Consensus Summit. West J Emerg Med. 2018;19(2):342-345. Pubmed | |
| Lin M, Battaglioli N, Melamed M, Mott S, Chung A, Robinson D. High Prevalence of Burnout Among US Emergency Medicine Residents: Results From the 2017 National Emergency Medicine Wellness Survey. Ann Emerg Med. March 2019. Pubmed | |
| Battaglioli N, Ankel F, Doty C, Chung A, Lin M. Executive Summary from the 2017 Emergency Medicine Resident Wellness Consensus Summit. West J Emerg Med. 2018;19(2):332-336. Pubmed | |
| Chung A, Smart J, Zdradzinski M, et al. Educator Toolkits on Second Victim Syndrome, Mindfulness and Meditation, and Positive Psychology: The 2017 Resident Wellness Consensus Summit. West J Emerg Med. 2018;19(2):327-331. Pubmed |