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Workers sights of an medical center in your house design applied inside a Scottish proper care establishing.
o cardiopulmonary resuscitation and basic life support maneuvers.
This study has begun the process of benchmarking clinical performance of graduating EM resident physicians. Overall, the EM resident cohort in this study performed similar to prior GED teams. Self-efficacy related to PEM correlated well with performance, with the exception of knowledge relative to intravenous fluid and vasopressor administration in pediatric septic shock. A significant area of discrepancy and missed checklist items were those related to cardiopulmonary resuscitation and basic life support maneuvers.
Eye-tracking technology has emerged as a potentially useful learner assessment tool in several medical specialties. In the fields of general surgery and anesthesiology, it has been shown to reliably differentiate between different levels of expertise in procedural skills. In the field of radiology, it has been shown to be a valid assessment tool for diagnostic test interpretation. Current methods of competency assessment in point-of-care ultrasound (POCUS) remain a challenge, because they require significant direct observation time by an instructor. The purpose of this study was to determine if eye-tracking technology can accurately distinguish between novice and experts in the interpretation of POCUS clips, specifically of the focused assessment using sonography in trauma (FAST) scan.

A convenience sample of medical students, residents, and emergency physicians from a single academic emergency department were invited to participate. Participants included both novices and experts in POCUS. Each participan video clips of FAST examinations. The total gaze time on the AOI may be a useful metric to help in the assessment of competency in POCUS image interpretation. In addition, the evaluation of gaze patterns may help educators identify causes of interpretation errors. MS177 ic50 Future studies are needed to further validate these metrics in a larger cohort.
Eye-tracking technology shows the potential to differentiate between experts and novices by their gaze patterns on video clips of FAST examinations. The total gaze time on the AOI may be a useful metric to help in the assessment of competency in POCUS image interpretation. In addition, the evaluation of gaze patterns may help educators identify causes of interpretation errors. Future studies are needed to further validate these metrics in a larger cohort.
Studies have found that participation in emergency department research associate (EDRA) programs is associated with medical school acceptance. However, little is known about the association between EDRA program participation and other academic and professional outcomes. We sought to characterize the academic and professional outcomes of EDRA program participants and their perception of program influence on academic and professional outcomes.

We conducted a cross-sectional study of University of Rochester EDRA program participants who graduated from the program May 2010 to May 2017. EDRAs were sent a secure, deidentified, survey. Standard descriptive statistics were used to characterize participant demographics and outcomes. National acceptance rates were referenced from sources.

A total of 56 graduates completed the survey (64% response rate). Forty (71%) identified as female, 12 (21%) identified as Asian, one (2%) identified as Black or African American, and three (5%) identified as Hispanic or Latino.An EDRA program can help develop and support a career in medicine and science. EDRA graduates used their experiences directly in their postgraduate program applications and job interviews. Acceptance rates of EDRA program graduates to postgraduate programs were higher than national averages. An EDRA program can help clarify career goals after program participation.







Learning experience design principles significantly impacted reading and learning outcomes in laboratory settings. No studies evaluated classroom outcomes. Recommendations for electronic learning environments are 14-point font with Verdana or Arial typeface with positive polarity (dark letters on light background). We recommend increasing screen brightness slightly. EM educators may significantly improve the speed and accuracy of learning written material by espousing evidence-based LED principles.
Many physicians complete residency training during optimal childbearing years. The literature shows that working nights or on call can lead to pregnancy complications including miscarriage, preterm labor, and preeclampsia. In addition, infant-parent bonding in the postpartum period is crucial for breastfeeding, health, and well-being. No national standards exist for flexible scheduling options for pregnant or new parent residents. Our project objectives are 1) to describe a policy for scheduling pregnant and new parent residents in an emergency medicine (EM) residency and 2) to report pilot outcomes to assess feasibility of implementation, resident satisfaction, and pregnancy outcomes.

An EM residency task force developed a proposal of scheduling options for pregnant and new parent residents based on best practice recommendations and resident input. The policy included prenatal scheduling options for pregnant residents and postpartum scheduling options for all new resident parents. Resident support for tht EM residency training programs in the country. This policy can serve as a national model for other graduate medical education programs.
The objective was to bridge the relative educational gap for newly matched emergency medicine preinterns between Match Day and the start of internship by implementing an Accreditation Council for Graduate Medical Education Milestone (ACGME)-based virtual case curriculum over the social media platform Slack.

We designed a Milestone-based curriculum of 10 emergency department clinical cases and used Slack to implement it. An instructor was appointed for each participating institution to lead the discussion and encourage collaboration among preinterns. Pre- and postcurriculum surveys utilized 20 statements adapted from the eight applicable Milestones to measure the evolution of preintern self-reported perceived preparedness (PP) as well as actual clinical knowledge (CK) performance on a case-based examination.

A total of 11 institutions collaborated and 151 preinterns were contacted, 127 of whom participated. After participating in the Slack intern curriculum (SIC), preinterns reported significant improvements in PP regarding multiple Milestone topics.
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