Faculty Bibliography

PROBLEM/OBJECTIVE:Graduate medical education requires learners to acquire broad clinical exposures to meet core competencies for unsupervised practice, but variability in clinical learning environments and reliance on resource-intensive assessments hinder precise assessment of trainees' clinical experiences. Electronic health records hold promise for precision medical education, yet manual mapping of International Classification of Diseases, Tenth Revision (ICD-10) codes to specialty-specific clinical practice domains limits scalability. APPROACH/METHODS:The authors leveraged electronic health record data and artificial intelligence (AI) to map residents' encounter diagnoses to the American Board of Emergency Medicine's Model of the Clinical Practice of Emergency Medicine (MCPEM). Resident encounters across 3 sites at a single academic system (January 1 to October 31, 2023) were analyzed with an AI model, mapped to MCPEM categories with ICD-10 descriptors, and quantified with vectors to match to the closest MCPEM category. Faculty raters validated the most common mappings iteratively, which were subsequently integrated into interactive learner dashboards. OUTCOMES/RESULTS:Among 119,320 encounters, 5,960 unique ICD-10 descriptors (1,126 stem codes) were identified. For the 650 most common diagnoses, 507 (78.0%) of emergency department diagnosis text descriptors were determined as valid mappings to an MCPEM subcategory. In mappings where faculty were discordant with the lowest distance mapping, 171 of 305 alternative subcategory mappings (56.0%) achieved agreement, increasing the concordance between reviewers to 515 of 650 (79.2%) overall. Interactive dashboards displayed resident-level case mix mapped to MCPEM categories, with anonymized peer comparisons and program-level aggregates, enabling identification of patterns and gaps by domain. NEXT STEPS/CONCLUSIONS:Planned work includes iterating AI-automated mappings by expanding inputs beyond diagnoses, engaging wider stakeholder review of mapping validations, and assessing generalizability to other specialties' content outlines to produce a scalable and reproducible model to increase the precision of feedback loops to inform graduate medical education, the clinical learning environment, and training design.

BACKGROUND:Families overwhelmingly want to be present during pediatric resuscitations, and their presence offers myriad benefits. However, there is little evidence on how to teach and assess key patient- and family-centered communication behaviors. Our objective was to apply a modified Delphi methodology to develop and refine a simulation-based assessment tool focusing on crucial behaviors for healthcare providers providing emotional support to patients and families during pediatric medical resuscitations. METHODS:We identified 4 behavioral domains and 14 subdomains through a literature review, focus groups with our institution's Family and Youth Advisory Councils, and adaptation of existing simulation-based communication assessment tools. A panel of 9 national experts conducted rounds of iterative revision and rating of candidate behaviors for inclusion, and we calculated mean approval ratings (1 = Do not include; 2 = Include with modifications; 3 = Include as is) for each subdomain. RESULTS:Experts engaged in 5 iterative rounds of revision. None of the candidate behaviors were eliminated, and 1 ("Option to step out") was added to the "Respect and Value" domain. There was near-perfect consensus on the language of the final tool, with mean approval scores of 3.0 for all but 1 subdomain ("Introductions"), which had a mean score of 2.83 for minor grammatical edits; these were incorporated in the final assessment tool. CONCLUSIONS:We created a novel simulation assessment tool based on a literature review, key stakeholder input, and a consensus of national experts through a modified Delphi method. Our final simulation assessment tool is behaviorally anchored, can be completed by a simulated participant or observer, and may serve to educate healthcare teams engaged in pediatric resuscitations regarding patient- and family-centered communication.

BACKGROUND:Endotracheal intubation in the emergency department (ED) is a critical and time-sensitive procedure requiring both technical skills and cognitive-based reasoning. Evidence on supervised resident-attending dyads with differing years of seniority on decision making during clinical encounters with endotracheal intubations is nascent. OBJECTIVE:To investigate the intersection of postgraduate years in clinical practice between resident and attending supervisor dyads and its associations for clinician choice of laryngoscopy technique and paralytic agent during ED intubations. METHODS:We conducted a retrospective analysis of intubations performed at a multi-site, urban, academic emergency medicine training program, analyzing institutional airway registry data from 2013 to 2023. Using a standardized predictor that accounted for similarity in years of clinical experience within a dyad between a resident and their supervising attending, we performed adjusted mixed-effects logistic regression examining the association of this dyad on two primary outcomes in endotracheal intubation decision making. Our primary outcome measures were the selection of a laryngoscopy technique (either DL or VL), and of a paralytic agent (either short-acting or long-acting) analyzed as categorical variables with a linear mixed effects model, using a binomial response distribution. RESULTS:We examined 2969 intubations for choice of laryngoscopy technique (n = 1117, 37.6 %) and paralytic agent (n = 967, 32.6 %). Higher adjusted odds (aOR) were associated with resident choice of DL over VL when years of experience between residents and supervising attendings were more concordant (aOR 3.05, 95 % CI: 1.1-8.2). Choice of paralytic agent was not associated with differing years of experience. CONCLUSION/CONCLUSIONS:Concordant years of experience between residents and their attendings were associated with technical skill-based laryngoscopy technique choice but not for cognitive-based reasoning in paralytic agent choice among ED intubations, suggesting supervising attending's years in clinical practice may influence decision making during time-sensitive procedures.

OBJECTIVES/OBJECTIVE:We aimed to describe pediatric firearm incidents treated at 6 New York City public trauma hospitals over a 5-year period. METHODS:We conducted a retrospective, multi-institutional, descriptive study of firearm-related incidents among patients below 18 years treated at 6 municipal trauma centers in New York City from July 1, 2016, to June 30, 2021. We used trauma registries, electronic health records (EHR), and geospatial analysis, supplemented with Gun Violence Archive (GVA) and New York Police Department data to characterize and map incidents, excluding missing data. RESULTS:Of n=176 patients, data on injury intent and circumstances were unavailable for 13% (n=22) and 22% (n=38), respectively. Most were male (n=161, 91%), Black (n=133, 76%), and adolescents (median 16 y, IQR: 15, 17) who sustained nonfatal (n=166, 94%) assaults (n=151, 98%). Limited available data suggests that identified assailants were unknown to the unintentional victims of community violence. Incidents largely occurred on weekdays (n=133, 76%); between 15:00 and 20:59 (n=72, 42%); and outside a residential home (n=149, 93%), including sidewalk/street (n=85, 53%) and playground/park/basketball court (n=25, 16%). The most common circumstances were running/jogging/walking outside (n=54, 39%), altercation involvement (n=32, 23%), and drive-by (n=27, 20%). Fifty-four percent (n=72) of incidents occurred within 0.2 miles of public housing in 3 primary geospatial clusters. GVA and New York Police Department databases suggest between 39% and 46% capture of relevant incidents. CONCLUSIONS:Regional gun violence data suffers from a lack of standardization and missingness across sources. Nonetheless, triangulating available data from trauma registries, EHR, GVA, and geospatial analysis, we found that most pediatric patients were Black, adolescent, unintended victims who sustained assaults on weekdays, outside a home, and within 0.2 miles of public housing in 3 primary clusters. These results may inform hospital data surveillance and ongoing evidence-based prevention strategies.

INTRODUCTION/BACKGROUND:Pediatric Emergency Medicine (PEM) fellows are expected to perform many procedures during their fellowship, but they often have limited opportunities to practice rare procedures. The number of procedures required to achieve competence remains unclear; however, research suggests that increased practice correlates with skill development. The objective of this study is to quantify the frequency of procedures performed by fellows. Also, we describe how programs currently track their trainees' experiences. METHODS:This was a retrospective, multicenter, cross-sectional, descriptive study exploring procedures performed by PEM fellows enrolled in ACGME-accredited programs between July 2019 and June 2020. Fellow and program demographics were collected. We analyzed procedural tracking collected through self-reported logs and documentation within the electronic medical record. In addition, we explored how programs currently track these experiences. Procedures were standardized based on the ACGME list of required procedures. RESULTS:Eleven fellowship programs submitted the self-reported procedure logs of 104 fellows. Of those, 2 sites reported electronic medical record-based logs. The most frequently documented procedures included medical and trauma resuscitations, procedural sedations, and intubations. The most infrequently reported were nasal packing for nosebleeds and cardiac pacing. Most participating programs tracked experiences through fellow self-report and many offer opportunities for faculty to assess competence. CONCLUSIONS:PEM fellows do not consistently report performing all ACGME-required procedures during the fellowship. In addition, there is significant variation in how fellowship programs track trainees' procedural experiences. This study may inform the development of supplemental educational curricula and the potential revision of the ACGME list of required procedures. Future research could focus on assessing procedural competence.

INTRODUCTION/UNASSIGNED:With the move toward competency-based medical education (CBME), data from the electronic health record (EHR) for informed self-improvement may be valuable as a part of programmatic assessment. Personalized dashboards are one way to view these clinical data. The purpose of this concept paper is to summarize the current state of clinical dashboards as they can be utilized by emergency medicine (EM) residency programs. METHODS/UNASSIGNED:The author group consisted of EM physicians from multiple institutions with medical education and informatics backgrounds and was identified by querying faculty presenting on resident clinical dashboards at the 2024 Society for Academic Emergency Medicine conference. Additional authors were identified by members of the initial group. Best practice literature was referenced; if none was available, group consensus was used. CATEGORIES OF METRICS/UNASSIGNED:Clinical exposures as well as efficiency, quality, documentation, and diversity metrics may be included in a resident dashboard. Resident dashboard metrics should focus on resident-sensitive measures rather than those primarily affected by attendings or systems-based factors. CONSIDERATIONS FOR IMPLEMENTATION/UNASSIGNED:Implementation of these dashboards requires the technical expertise to turn EHR data into actionable data, a process called EHR phenotyping. The dashboard can be housed directly in the EHR or on a separate platform. Dashboard developers should consider how their implementation plan will affect how often dashboard data will be refreshed and how to best display the data for ease of understanding. IMPLICATIONS FOR EDUCATION & TRAINING/UNASSIGNED:Dashboards can provide objective data to residents, residency leadership and clinical competency committees as they identify areas of strength, growth areas, and set specific and actionable goals. The success of resident dashboards is reliant on resident buy-in and creating a culture of psychological safety through thoughtful implementation, coaching, and regular feedback. . CONCLUSION/UNASSIGNED:Personalized clinical dashboards can play a crucial role in programmatic assessment within CBME, helping EM residents focus their efforts as they advance and refine their skills during training.

Simulation-based health professions educators can advance diversity, equity, and inclusion by cultivating structural competency, which is the trained ability to discern inequity not only at an individual level, but also at organizational, community, and societal levels. This commentary introduces Metzl and Hansen's Five-Step Model for structural competency and discusses its unique applicability to the metacognitive underpinnings of simulation-based health professions education. We offer a pragmatic guide for simulation-based health professions educators to collaboratively design learning objectives, simulation cases, character sketches, and debriefs in which structural competency is a simulation performance domain, alongside patient management, resource usage, leadership, situational awareness, teamwork, and/or communication. Our overall goal is to promote a paradigm shift in which educators are empowered to partner with patients, colleagues, and communities to recognize, learn about, and challenge the factors driving health inequities; a skill that may be applied to a broad range of health professions education within and outside of simulation.

INTRODUCTION/UNASSIGNED:Family presence during pediatric medical resuscitation has myriad benefits. However, there is significant heterogeneity in provider acceptance and implementation of the family support role. We designed this curriculum to teach all members of the health care team best practices in the Family Presence Facilitator (FPF) role during pediatric medical resuscitations. METHODS/UNASSIGNED:We applied Kern's six-step approach to develop an FPF curriculum comprising didactic and interactive elements, along with training for simulated participants. We implemented the curriculum through (a) live sessions (30-minute didactic or 90-minute workshop) for learners; (b) a 20-minute asynchronous version of the didactic curriculum for self-directed learning; and (c) a 1-hour, monthly, in situ simulation curriculum in a pediatric emergency department setting. Curriculum evaluation surveys queried self-reported engagement, satisfaction, relevance, confidence, commitment, knowledge, skills, and attitudes in a retrospective pre/post format. RESULTS/UNASSIGNED:We collected data from 153 learners, including attendings, fellows, residents, advanced practice providers, medical students, and child life specialists, between October 2022 and September 2023. Only 22% of participants had received similar prior training. One hundred percent of learners found the curriculum enjoyable and engaging; learners also agreed the curriculum improved their knowledge and skills in providing empathetic and respectful communication (99%); nonspeculative, clear information (100%); and nonverbal support (99%). Of respondents, 100% believed the curriculum would improve the patient care experience. DISCUSSION/UNASSIGNED:Facilitating family presence during pediatric medical resuscitations is a crucial skill. Our curriculum improves self-reported confidence, knowledge, and skills among interprofessional learners. Next steps include expanding this curriculum beyond the pediatric setting.