Wendy C. Coates

A Bedside Ultrasound Curriculum for Medical Students: Prospective Evaluation of Skill Acquisition

Abstract Objective: We conducted a study to evaluate the efficacy of an introductory ultrasound (US) curriculum for medical students rotating through our emergency departments. Materials and Methods: Third and 4th-year medical students indicated their previous US experience and were given a pretest consisting of static US images to assess baseline interpretation skills. They participated in a 45-min interactive didactic session followed by a 45-min session of hands-on experience practicing real-time US image acquisition on a normal model. After this session, we tested the timing and quality of their image acquisition skills on a separate normal model. Quality of images was based on a point value from 0 to 2 per image. This was followed by a posttest of static US images, which was graded in the same manner as the pretest. Results: Thirty-one students participated in the study. Median time to acquire 2 images was 112.5 sec (range = 15-420 sec). Acquisition time was unaffected by previous experience (p = .97). The mean score on the quality of 2 images (maximum score = 4) was 3.84; median was 4 (range = 1-4). Image quality was significantly better in participants with previous US experience (p = .014). Scores on interpretation of static images improved significantly from pretest to posttest by a median of 8.25 points (p = .0001). Conclusion: Our introductory US course is effective at significantly improving medical students-interpretation of static US images. The majority of students were able to acquire high quality images in a short period of time after this session.

Medical school curricular reform: fourth-year colleges improve access to career mentoring and overall satisfaction.

Despite the trend toward curricular reform in the preclinical and core clerkship years, the fourth year of medical school is commonly unstructured, allowing students to take multiple “audition electives” in preparation for residency. Students struggle to identify mentors in their intended specialty in time to plan a well-rounded elective schedule and to prepare adequately for residency selection. The authors described the impact that an innovative fourth-year curriculum, the “College Program” at the David Geffen School of Medicine at the University of California–Los Angeles, which focuses on mentoring and required curricular components, has had on student perceptions of access to career mentors and overall satisfaction with the fourth-year experience. Pre- and postintervention cohorts participated in a 25-question telephone survey about their experience with mentors and overall satisfaction with their fourth year in 2001 and 2003. The Association of American Medical Colleges Graduation Questionnaire was analyzed as a secondary outcome measure, and responses were compared with those of national peers. Data were analyzed using two tailed t tests. Students in the intervention group reported a higher degree of satisfaction with accessibility to mentors and the impact they had on their educational experiences and careers than the preintervention cohort. Despite initial concerns that student freedom was going to be compromised, the students who participated in the College curriculum reported increased satisfaction with an intense foundations course, longitudinal experiences in the clinical setting, and scholarly projects during their senior year. Fourth-year students in the College Program were more likely to identify and develop better relationships with faculty mentors than their preintervention counterparts. They indicated excellent residency preparedness, and their overall impression of the fourth year was favorable.

Trauma and the full moon: A waning theory

There exists a popular belief in the causal relationship between the moons phase and the incidence of major trauma. In this retrospective study we reviewed 1,444 trauma victims admitted to the hospital during one calendar year. Full moons were defined as three-day periods in the 29.531-day lunar cycle, with the middle day being described in the world almanac as the full moon. Victims of violence included those patients sustaining blunt assault, gunshot wounds, and stabbings. There was no statistical difference in number of trauma admissions between the full moon, 129 patients per 36 days (mean, 3.58), and nonfull moon days, 1,315 patients per 330 days (mean, 3.98). Mortality rate, 5.4% versus 10.3%; mean Injury Severity Score, 13 versus 15; and mean length of stay, ten versus 12 days, were not significantly different during the full moon and nonfull moon days. Victims of violence were admitted at a similar frequency on full moon, 16 patients per 36 days (mean, 0.444), and nonfull moon days, 183 patients per 330 days (mean, 0.555). We conclude that the belief in the deleterious effects of the full moon on major trauma is statistically unfounded.

Comparing diagnostic performance and the utility of clinical vignette-based assessment under testing conditions designed to encourage either automatic or analytic thought.

Purpose Although decades of research have yielded considerable insight into physicians’ clinical reasoning processes, assessing these processes remains challenging; thus, the authors sought to compare diagnostic performance and the utility of clinical vignette-based assessment under testing conditions designed to encourage either automatic or analytic thought. Method This 2011–2012 multicenter randomized study of 393 clinicians (medical students, postgraduate trainees, and faculty) measured diagnostic accuracy on clinical vignettes under two conditions: one encouraged participants to give their first impression (FI), and the other led participants through a directed search (DS) for the correct diagnosis. The authors compared accuracy, feasibility, reliability, and relation to United States Medical Licensing Exam (USMLE) scores under each condition. Results A 2 (instructional condition) × 2 (vignette complexity) × 3 (experience level) analysis of variance revealed no difference in accuracy as a function of instructional condition (F[1,379] = 2.44, P = .12), but demonstrated the expected main effects of vignette complexity (F[1,379] = 965.2, P < .001) and experience (F[2,379] = 39.6, P < .001). Pearson correlations revealed greater associations between assessment scores and USMLE performance in the FI condition than in the DS condition (P < .001). Spearman–Brown calculations consistently indicated that alpha ≥ 0.75 could be achieved more efficiently under the FI condition relative to the DS condition. Conclusions Instructions to trust one’s first impres-sions result in similar performance when compared with instructions to consider clinical information in a systematic fashion, but have greater utility when used for the purposes of assessment.

Factors That Influence Medical Student Selection of an Emergency Medicine Residency Program: Implications for Training Programs

OBJECTIVES An understanding of student decision-making when selecting an emergency medicine (EM) training program is essential for program directors as they enter interview season. To build upon preexisting knowledge, a survey was created to identify and prioritize the factors influencing candidate decision-making of U.S. medical graduates. METHODS This was a cross-sectional, multi-institutional study that anonymously surveyed U.S. allopathic applicants to EM training programs. It took place in the 3-week period between the 2011 National Residency Matching Program (NRMP) rank list submission deadline and the announcement of match results. RESULTS Of 1,525 invitations to participate, 870 candidates (57%) completed the survey. Overall, 96% of respondents stated that both geographic location and individual program characteristics were important to decision-making, with approximately equal numbers favoring location when compared to those who favored program characteristics. The most important factors in this regard were preference for a particular geographic location (74.9%, 95% confidence interval [CI] = 72% to 78%) and to be close to spouse, significant other, or family (59.7%, 95% CI = 56% to 63%). Factors pertaining to geographic location tend to be out of the control of the program leadership. The most important program factors include the interview experience (48.9%, 95% CI = 46% to 52%), personal experience with the residents (48.5%, 95% CI = 45% to 52%), and academic reputation (44.9%, 95% CI = 42% to 48%). Unlike location, individual program factors are often either directly or somewhat under the control of the program leadership. Several other factors were ranked as the most important factor a disproportionate number of times, including a rotation in that emergency department (ED), orientation (academic vs. community), and duration of training (3-year vs. 4-year programs). For a subset of applicants, these factors had particular importance in overall decision-making. CONCLUSIONS The vast majority of applicants to EM residency programs employed a balance of geographic location factors with individual program factors in selecting a residency program. Specific program characteristics represent the greatest opportunity to maximize the success of the immediate interview experience/season, while others provide potential for strategic planning over time. A working knowledge of these results empowers program directors to make informed decisions while providing an appreciation for the limitations in attracting applicants.

Faculty development: academic opportunities for emergency medicine faculty on education career tracks.

Medical school faculty members who specialize in the scholarship of teaching have unique requirements for academic advancement in universities with clinician-educator series. While excellence in teaching is the cornerstone of achievement, attention to traditional academic pursuits improves the likelihood of a favorable review by the institutions promotion and tenure committee. The teaching portfolio is an effective means to document performance. Ongoing faculty development and sound mentoring relationships facilitate the academic advancement of clinician-educators.

Emergency medicine subinternship: can we provide a standard clinical experience?

UNLABELLED Medical students have varied experiences on the emergency medicine (EM) subinternship. Didactic curricula can be standardized. OBJECTIVES To determine if uniformity in clinical curricula is possible by assessing whether students can see patients with certain chief complaints (CC). METHODS Prospective interventional analysis at a public teaching hospital. Control group (CG) students saw patients of their choice and recorded encounters in logbooks. Test group (TG) students were asked to see at least one patient with: orthopedic injury (OR); asthma exacerbation (AE); acute coronary syndrome (ACS); traumatic injury (TR); laceration (LAC); or diabetic ketoacidosis (DKA). TG students prospectively recorded these patients on a separate logbook page. Logbooks were reviewed by two investigators to determine if a patient with each diagnosis was seen. Chi-square analysis tested for differences in sample proportions between TG and CG. Multivariate analyses controlled for TG, specialty choice, and gender. p < 0.05 represented statistical significance. RESULTS One hundred fifty (88 TG; 62 CG) students participated. Differences existed between TG and CG in the proportion of students who saw a patient with each CC: OR: 93% TG, 69% CG (p < 0.0001); AE: 86% TG, 63% CG (p < 0.0008); ACS: 97% TG, 58% CG (p < 0.0001); TR: 97% TG, 58% CG (p < 0.0001); LAC: 98% TG, 89% CG (p < 0.0220); DKA: 68% TG, 47% CG (p < 0.0086). Logistic regressions explaining the probability of seeing each CC showed the variable controlling for TG was positive and significant for 5 CCs: p = 0.0013 (OR); 0.0038 (AE); 0.0001 (ACS); 0.0001 (TR); 0.0229 (DKA). No difference was found for LAC: p = 0.0570. CONCLUSIONS Students can be directed to see patients with particular CCs. TG students saw more patients with certain CCs than CG students, p < 0.0001. This intervention can help educators provide a well-rounded, uniform clinical EM experience.

Critical appraisal of emergency medicine educational research: the best publications of 2009.

OBJECTIVES The objective was to critically appraise and highlight medical education research published in 2012 that was methodologically superior and whose outcomes were pertinent to teaching and education in emergency medicine (EM). METHODS A search of the English language literature in 2012 querying Education Resources Information Center (ERIC), PsychInfo, PubMed, and Scopus identified EM studies using hypothesis-testing or observational investigations of educational interventions. Two reviewers independently screened all of the publications and removed articles using established exclusion criteria. This year, publications limited to a single-site survey design that measured satisfaction or self-assessment on unvalidated instruments were not formally reviewed. Six reviewers then independently ranked all remaining publications using one of two scoring systems depending on whether the study methodology was primarily qualitative or quantitative. Each scoring system had nine criteria, including four related to methodology, that were chosen a priori, to standardize evaluation by reviewers. The quantitative study scoring system was used previously to appraise medical education published annually in 2008 through 2011, while a separate, new qualitative study scoring system was derived and implemented consisting of parallel metrics. RESULTS Forty-eight medical education research papers met the a priori criteria for inclusion, and 33 (30 quantitative and three qualitative studies) were reviewed. Seven quantitative and two qualitative studies met the criteria for inclusion as exemplary and are summarized in this article. CONCLUSIONS This critical appraisal series aims to promote superior education research by reviewing and highlighting nine of the 48 major education research studies with relevance to EM published in 2012. Current trends and common methodologic pitfalls in the 2012 papers are noted.

A suggested core content for education scholarship fellowships in emergency medicine

A working group at the 2012 Academic Emergency Medicine consensus conference on education research in emergency medicine (EM) convened to develop a curriculum for dedicated postgraduate fellowships in EM education scholarship. This fellowship is intended to create future education scholars, equipped with the skills to thrive in academic careers. This proceedings article reports on the consensus of a breakout session subgroup tasked with defining a common core content for education scholarship fellowships. The authors propose that the core content of an EM education scholarship fellowship can be categorized in four distinct areas: career development, theories of learning and teaching methods, education research methods, and educational program administration. This core content can be incorporated into curricula for education scholarship fellowships in EM or other fields and can also be adapted for use in general medical education fellowships.

Highlights in Emergency Medicine Medical Education Research: 2008

OBJECTIVES The purpose of this article is to highlight medical education research studies published in 2008 that were methodologically superior and whose outcomes were pertinent to teaching and education in emergency medicine. METHODS Through a PubMed search of the English language literature in 2008, 30 medical education research studies were independently identified as hypothesis-testing investigations and measurements of educational interventions. Six reviewers independently rated and scored all articles based on eight anchors, four of which related to methodologic criteria. Articles were ranked according to their total rating score. A ranking agreement among the reviewers of 83% was established a priori as a minimum for highlighting articles in this review. RESULTS Five medical education research studies met the a priori criteria for inclusion and are reviewed and summarized here. Four of these employed experimental or quasi-experimental methodology. Although technology was not a component of the structured literature search employed to identify the candidate articles for this review, 14 of the articles identified, including four of the five highlighted articles, employed or studied technology as a focus of the educational research. Overall, 36% of the reviewed studies were supported by funding; three of the highlighted articles were funded studies. CONCLUSIONS This review highlights quality medical education research studies published in 2008, with outcomes of relevance to teaching and education in emergency medicine. It focuses on research methodology, notes current trends in the use of technology for learning in emergency medicine, and suggests future avenues for continued rigorous study in education.