Promotion in Place: A Model for Competency-Based, Time-Variable Graduate Medical Education.

Problem: Competency-based medical education is increasingly regarded as a preferred framework for physician training, but implementation is limited. U.S.

Anonymity Decreases the Punitive Nature of a Departmental Morbidity and Mortality Conference.

Objectives: We sought to analyze the effect of an anonymous morbidity and mortality (M&M) conference on participants' attitudes toward the educational and punitive nature of the conference. We theorized that an anonymous conference might be more educational, less punitive, and would shift analysis of cases toward systems-based analysis and away from individual cognitive errors.

Methods: We implemented an anonymous M&M conference at an academic emergency medicine program.

A National Cross-Sectional Study of Surgery Residents Who Underreport Duty Hours.

Objective: Previous work demonstrates that many surgery residents underreport duty hours. The purpose of this study was to identify characteristics of these residents and better understand why they exceed duty hours.

Design: During the winter of 2015 we conducted an anonymous cross-sectional survey of Accreditation Council for Graduate Medical Education accredited general surgery programs.

A novel mentorship programme for residents integrating academic development, clinical teaching and graduate medical education assessment.

Introduction: Mentorship fosters career development and growth. During residency training, mentorship should support clinical development along with intellectual and academic interests. Reported resident mentoring programmes do not typically include clinical components.

Morbidity and Mortality Conference in Emergency Medicine Residencies and the Culture of Safety.

Introduction: Morbidity and mortality conferences (M+M) are a traditional part of residency training and mandated by the Accreditation Counsel of Graduate Medical Education. This study's objective was to determine the goals, structure, and the prevalence of practices that foster strong safety cultures in the M+Ms of U.S.

An Innovative Educational and Mentorship Program for Emergency Medicine Women Residents to Enhance Academic Development and Retention.

Given the discrepancy between men and women's equal rates of medical school matriculation and their rates of academic promotion and leadership role acquisition, the need to provide mentorship and education to women in academic medicine is becoming increasingly recognized. Numerous large-scale programs have been developed to provide support and resources for women's enrichment and retention in academic medicine. Analyses of contributory factors to the aforementioned discrepancy commonly cite insufficient mentoring and role modeling as well as challenges with organizational navigation.

A two-year experience of an integrated simulation residency curriculum.

Background: Human Patient Simulation (HPS) is increasingly used in medical education, but its role in Emergency Medicine (EM) residency education is uncertain.

Study Objectives: The objective of this study was to evaluate the perceived effectiveness of HPS when fully integrated into an EM residency didactic curriculum.

Methods: The study design was a cross-sectional survey performed in 2006, 2 years after the implementation of an integrated simulation curriculum.

Incorporating simulation into a residency curriculum.

The integration of simulation into a medical postgraduate curriculum requires informed implementation in ways that take advantage of simulation's unique ability to facilitate guided application of new knowledge. It requires review of all objectives of the training program to ensure that each of these is mapped to the best possible learning method. To take maximum advantage of the training enhancements made possible by medical simulation, it must be integrated into the learning environment, not simply added on.

Plagiarism in residency application essays.

Background: Anecdotal reports suggest that some residency application essays contain plagiarized content.

Objective: To determine the prevalence of plagiarism in a large cohort of residency application essays.

Design: Retrospective cohort study.

Back to the bedside: the 8-year evolution of a resident-as-teacher rotation.

Background: Teaching our residents to teach is a vital responsibility of Emergency Medicine (EM) residency programs. As emergency department (ED) overcrowding may limit the ability of attending physicians to provide bedside instruction, senior residents are increasingly asked to assume this role for more junior trainees. Unfortunately, a recent survey suggests that only 55% of all residencies provide instruction in effective teaching methods.