Michael S. Beeson

Evaluation of a Web-based Asynchronous Pediatric Emergency Medicine Learning Tool for Residents and Medical Students

OBJECTIVES To examine the effectiveness of an asynchronous learning tool consisting of web-based lectures for trainees covering major topics pertinent to pediatric emergency medicine (PEM) and to assess resident and student evaluation of this mode of education. METHODS PEM faculty and fellows created a 21-lecture, web-based curriculum. These 20-minute online lectures used Microsoft PowerPoint with the voice-over feature. A 75-question test was created to assess the effectiveness of the web-based learning model, administered online before and after the rotation in the pediatric emergency department (PED). All fourth-year medical students and residents (across all specialties) rotating through the PED were required to complete 10 of the 21 lectures during their 1-month rotation. The main outcome variable was difference in score between pre- and post-rotation tests of participants who viewed no lectures and those who viewed at least one lecture. Evaluation of the program was assessed by anonymous survey using 5-point discrete visual analog scales. Responses of 4 or 5 were considered positive for analysis. RESULTS One hundred eleven residents and fourth-year medical students participated in the program. An initial 32 completed testing before implementation of the on-line lectures (March 2007-August 2007), and another five did not complete the on-line lectures after implementation (September 2007-February 2008). Seventy-one completed testing and on-line lectures, and all but three completed at least 10 on-line lectures during their rotation. Fourteen of 111 trainees did not complete the pre- or post-test (including two who viewed the lectures). The mean change in score was a 1% improvement from pre-test to post-test for trainees who viewed no lectures and a 6.2% improvement for those who viewed the lectures (mean difference = 5.2%, 95% confidence interval = 2.5% to 7.9%). In the linear regression model, the estimate of the coefficient was 0.43 (p < 0.001), meaning that, for each lecture viewed, post-test score rose by 0.43%. Sixty-nine of 75 test items (92%) had a point biserial correlation greater than 0.15. Thirty of the 72 trainees who completed the online lectures and testing (42%) returned surveys. All were comfortable using the Internet, and 87% (26/30) found the web-site easy to use. All felt that their educational goals were met, and 100% felt that the format would be useful in other areas of education. CONCLUSIONS Although not a replacement for traditional bedside teaching, the use of web-based lectures as an asynchronous learning tool has a positive effect on medical knowledge test scores. Trainees were able to view online lectures on their own schedules, in the location of their choice. This is helpful in a field with shift work, in which trainees rarely work together, making it difficult to synchronously provide lectures to all trainees.

Emergency medicine milestones.

Michael S. Beeson, MD, MBA, is Residency Program Director in the Department of Emergency Medicine, Akron General Medical Center; Wallace A. Carter, MD, is Residency Program Director in the Department of Emergency Medicine, New York Presbyterian Hospital; Theodore A. Christopher, MD, is Professor and Chairman of the Department of Emergency Medicine, Thomas Jefferson University and Hospitals; Jonathan W. Heidt, MD, is Clinical Instructor in the Division of Emergency Medicine, Washington University School of Medicine in St Louis; James H. Jones, MD, is Professor of Clinical Emergency Medicine in the Department of Emergency Medicine, Indiana University School of Medicine; Lynne E. Meyer, PhD, MPH, is Executive Director of the Review Committee for Emergency Medicine, Accreditation Council for Graduate Medical Education; Susan B. Promes, MD, is Professor and Vice Chair for Education in the Department of Emergency Medicine, University of California, San Francisco; Kevin G. Rodgers, MD, is Professor in the Department of Emergency Medicine, Indiana University School of Medicine; Philip H. Shayne, MD, is Professor and is Program Director and Vice Chair for Education in the Department of Emergency Medicine, Emory University School of Medicine; Mary Jo Wagner, MD, is Residency Program Director and Chief in the Department of Emergency Medicine, Central Michigan University College of Medicine; and Susan R. Swing, PhD, is Vice President of Outcome Assessment at the Accreditation Council for Graduate Medical Education.

The 2005 Model of the Clinical Practice of Emergency Medicine: The 2007 Update

2007 EM Model Review Task Force Harold A. Thomas, MD, Chair Michael S. Beeson, MD Louis S. Binder, MD Patrick H. Brunett, MD Merle A. Carter, MD Carey D. Chisholm, MD Douglas L. McGee, DO Debra G. Perina, MD Michael J. Tocci, MD From the American Board of Emergency Medicine, East Lansing, MI (Thomas, Perina); Council of Emergency Medicine Residency Directors, Lansing, MI (Brunett); Residency Review Committee for Emergency Medicine, Chicago, IL (Binder); Society for Academic Emergency Medicine, Lansing, MI (Chisholm, McGee); American College of Emergency Physicians, Dallas, TX (Beeson, Carter); and the Emergency Medicine Residents’ Association, Dallas, TX (Tocci).

Complications of shoulder dislocation

Dislocations of the shoulder are the most common joint dislocations seen in the emergency department, and complications of shoulder dislocations are more frequent than is generally believed. It is vital that emergency physicians have current knowledge of complications associated with shoulder dislocations because of their important role in recognition and prevention. Delayed recognition of complications can have an impact on the long-term outcome of patients. Prompt recognition and follow-up are essential. Most references address reduction methods rather than recognition of specific complications. Emergency physicians have few opportunities to update their knowledge of complications of shoulder dislocations. This article briefly reviews mechanisms of shoulder dislocation and discusses complications in light of the mechanisms of injury.

Initial Validity Analysis of the Emergency Medicine Milestones.

OBJECTIVES The Accreditation Council for Graduate Medical Education (ACGME) Milestones describe behavioral markers for the progressive acquisition of competencies during residency. As a key component of the Next Accreditation System, all residents are evaluated for the acquisition of specialty-specific Milestones. The objective was to determine the validity and reliability of the emergency medicine (EM) Milestones. METHODS The ACGME and the American Board of Emergency Medicine performed this single-event observational study. The data included the initial EM Milestones performance ratings of all categorical EM residents submitted to the ACGME from October 31, 2013, to January 6, 2014. Mean performance ratings were determined for all 23 subcompetencies for every year of residency training. The internal consistency (reliability) of the Milestones was determined using a standardized Cronbachs alpha coefficient. Exploratory factor analysis was conducted to determine how the subcompetencies were interrelated. RESULTS EM Milestone performance ratings were obtained on 100% of EM residents (n = 5,805) from 162 residency programs. The mean performance ratings of the aggregate and individual subcompetency scores showed discrimination between residency years, and the factor structure further supported the validity of the EM Milestones. The reliability was α = 0.96 within each year of training. CONCLUSIONS The EM Milestones demonstrated validity and reliability as an assessment instrument for competency acquisition. EM residents can be assured that this evaluation process has demonstrated validity and reliability; faculty can be confident that the Milestones are psychometrically sound; and stakeholders can know that the Milestones are a nationally standardized, objective measure of specialty-specific competency acquisition.

Alternatives to the conference status quo: summary recommendations from the 2008 CORD Academic Assembly Conference Alternatives workgroup.

UNLABELLED Abstract Objective: A panel of Council of Emergency Medicine Residency Directors (CORD) members was asked to examine and make recommendations regarding the existing Accreditation Council of Graduate Medical Education (ACGME) EM Program Requirements pertaining to educational conferences, identified best practices, and recommended revisions as appropriate. METHODS Using quasi-Delphi technique, 30 emergency medicine (EM) residency program directors and faculty examined existing requirements. Findings were presented to the CORD members attending the 2008 CORD Academic Assembly, and disseminated to the broader membership through the CORD e-mail list server. RESULTS The following four ACGME EM Program Requirements were examined, and recommendations made: 1. The 5 hours/week conference requirement: For fully accredited programs in good standing, outcomes should be driving how programs allocate and mandate educational time. Maintain the 5 hours/week conference requirement for new programs, programs with provisional accreditation, programs in difficult political environs, and those with short accreditation cycles. If the program requirements must retain a minimum hours/week reference, future requirements should take into account varying program lengths (3 versus 4 years). 2. The 70% attendance requirement: Develop a new requirement that allows programs more flexibility to customize according to local resources, individual residency needs, and individual resident needs. 3. The requirement for synchronous versus asynchronous learning: Synchronous and asynchronous learning activities have advantages and disadvantages. The ideal curriculum capitalizes on the strengths of each through a deliberate mixture of each. 4. Educationally justified innovations: Transition from process-based program requirements to outcomes-based requirements. CONCLUSIONS The conference requirements that were logical and helpful years ago may not be logical or helpful now. Technologies available to educators have changed, the amount of material to cover has grown, and online on-demand education has grown even more. We believe that flexibility is needed to customize EM education to suit individual resident and individual program needs, to capitalize on regional and national resources when local resources are limited, to innovate, and to analyze and evaluate interventions with an eye toward outcomes.

The 2007 Model of the Clinical Practice of Emergency Medicine: The 2009 Update: 2009 EM Model Review Task Force

From the American Board of Emergency Medicine, East Lansing, MI (Perina, Counselman); Council of Emergency Medicine Residency Directors, Lansing, MI (Beeson); Residency Review Committee for Emergency Medicine, Chicago, IL (Keim); Society for Academic Emergency Medicine, Chicago, IL (McGee, Sokolove); American College of Emergency Physicians, Dallas, TX (Char, Rosen); and the Emergency Medicine Residents’ Association, Dallas, TX (Tantama).

Actinomycosis osteomylelitis of the mandible

A 44-year-old man presented to the emergency department with jaw pain and swelling. He was found to have osteomyelitis of themandible caused byActinomyces species. Although rare, actinomycosis of the head and neck is treatable and curable and should not be forgotten on the differential diagnosis list in the typical patient population with appropriate symptoms. Cervicofacial actinomycosis is a rare condition that is seen on average 1 time per year in most major medical centers [1]. The infection is usually preceded by a dental infection or oromaxillofacial trauma. Patients at increased risk include adult males lacking dental hygiene, immunosuppressed patients such as those with diabetes or underFig. 1 CT scan of the mandible showing cortical fracture in the left ramus. Fig. 2 MRI of mandible showing osteomyelitis in the left ramus and nearby soft tissue abscess. 0735-6757/

Duty hours in emergency medicine: Balancing patient safety, resident wellness, and the resident training experience: A consensus response to the 2008 institute of medicine resident duty hours recommendations

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Specialty milestones and the next accreditation system: an opportunity for the simulation community.

Representatives of emergency medicine (EM) were asked to develop a consensus report that provided a review of the past and potential future effects of duty hour requirements for EM residency training. In addition to the restrictions made in 2003 by the Accreditation Council for Graduate Medical Education (ACGME), the potential effects of the 2008 Institute of Medicine (IOM) report on resident duty hours were postulated. The elements highlighted include patient safety, resident wellness, and the resident training experience. Many of the changes and recommendations did not affect EM as significantly as other specialties. Current training standards in EM have already emphasized patient safety by requiring continuous on-site supervision of residents. Resident fatigue has been addressed with restrictions of shift lengths and limitation of consecutive days worked. One recommendation from the IOM was a required 5-hour rest period for residents on call. Emergency department (ED) patient safety becomes an important concern with the decrease in the availability and in the patient load of a resident consultant that may result from this recommendation. Of greater concern is the already observed slower throughput time for admitted patients waiting for resident care, which will increase ED crowding and decrease patient safety in academic institutions. A balance between being overly prescriptive with duty hour restrictions and trying to improve resident wellness was recommended. Discussion is included regarding the appropriate length of EM training programs if clinical experiences were limited by new duty hour regulations. Finally, this report presents a review of the financing issues associated with any changes.