Faculty Bibliography

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.

INTRODUCTION/UNASSIGNED:The Accreditation Council for Graduate Medical Education (ACGME) adopted educational milestones for trainee assessment in 2013, as a key component of the Next Accreditation System. Two years later, the ACGME, American Board of Pediatrics (ABP), and American Board of Emergency Medicine (ABEM) collaborated to create specialty-specific subcompetencies in pediatric emergency medicine (PEM). Since that time, emerging data have demonstrated the need to revise specialty milestones. Consequently, the ACGME summoned a working group to revise the original PEM milestones. METHODS/UNASSIGNED:The PEM Milestones 2.0 Working Group convened in April 2021, comprising diverse representation from ACGME staff, PEM and EM attendings, PEM fellowship program directors, PEM fellows, and community members, overseen by the ACGME's vice president for milestones development. The group met virtually six times over 3 months, with concurrent independent and subgroup work, to draft the PEM Milestones 2.0 and supplemental guide. RESULTS/UNASSIGNED:The working group's revisions generated concise descriptions of behavioral anchors to define skill acquisition more accurately; attention to the transition from residency to fellowship training; incorporation of harmonized milestones for non-patient care and non-medical knowledge domains; and increased emphasis on diversity, equity, and inclusion. A supplemental guide was also designed to aid programs in designing programmatic assessment related to specialty-specific milestones. CONCLUSIONS/UNASSIGNED:The PEM Milestones 2.0 provide an updated, specialty-specific framework to guide the development and assessment of PEM fellows and training programs. Future work may focus on faculty and learner development, advancing validity evidence, strengthening content expertise, and integrating milestones with specialty-specific entrustable professional activities.

Chronic non-infectious osteomyelitis (CNO) is a rare, inflammatory process associated with pediatric inflammatory bowel disease (IBD). Signs and symptoms of CNO parallel scurvy, a nutritional deficiency that can affect children with autism spectrum disorder (ASD). This is the first report of a child initially thought to have scurvy, then subsequently diagnosed with CNO as the presenting manifestation of Crohn's disease. This case enhances the literature elucidating extra-intestinal manifestations of IBD and pediatric nutritional deficiencies.

The global pandemic novel coronavirus 2019 has upended healthcare and medical education, particularly in disease epicenters such as New York City. In this piece, we seek to describe the collective experiences and lessons learned by the New York City pediatric emergency medicine fellowship directors in clinical, educational, investigative, and psychological domains, in hopes of engendering conversation and informing future disaster response efforts.