Faculty Bibliography

OBJECTIVES/UNASSIGNED:The scholarly activity requirement by the Accreditation Council for Graduate Medical Education (ACGME) is broadly defined and variably applied by residency programs. The scholarly productivity of trainees is variable and it is unknown why some may struggle to meet this requirement. This study aims to explore the perspectives of residents who struggled in completing scholarship during residency. METHODS/UNASSIGNED:We performed a qualitative study using a constructivist paradigm and conducted semi-structured interviews at four ACGME-accredited emergency medicine residency programs. The programs reflect diverse locations and training formats. We invited residents who self-identified as struggling with scholarship. Two researchers independently performed a content analysis of interview transcripts. We resolved discrepancies through in-depth discussion and negotiated consensus. RESULTS/UNASSIGNED:We interviewed 13 residents (6 Male and 7 Female; median age 31; 7 PGY-3, 3 PGY-4, 3 post-graduation). Many participated in scholarship before residency. We identified three major themes: barriers/challenges to scholarly activity, recommendations to programs to support residents in scholarly work, and strategies for residents to mitigate challenges. Challenges to scholarly activity included lack of understanding of the scholarly project requirement, lack of time, lack of perceived value, and mentorship challenges. Participants recommended programs set clear expectations, provide infrastructure, and facilitate high-quality mentorship, including a faculty champion. Participants advised residents to start the project early, seek out good mentorship, and find a meaningful, but simple, project. CONCLUSIONS/UNASSIGNED:Our study reveals that even residents with prior experience can struggle with scholarship and we identified multiple barriers trainees face. Strategically investing in infrastructure, clarifying expectations, and prioritizing mentorship represents an actionable roadmap that may transform the scholarly project from a burdensome requirement into a meaningful educational opportunity.

INTRODUCTION/BACKGROUND:The transition from resident to junior faculty in academic emergency medicine (EM) may be shaped not only by formal training and institutional policies but also by the "unwritten curriculum," a set of norms and expectations embedded in institutional culture. However, the unwritten curriculum and its potential to impact junior faculty development remains largely unexplored. Little is known about how junior faculty perceive, experience, and navigate these informal expectations, or the formal and informal structures that influence this process. In this study we aimed to explore junior faculty members' experiences with the unwritten curriculum in academic EM, with a focus on how they interpret and navigate institutional norms and identify supports and barriers encountered during their early faculty development. METHODS:Within their first five years, EM faculty at academic institutions distinct from their residency training sites completed an anonymous, iteratively developed survey designed to explore experiences with the unwritten curriculum, informed by Schlossberg's transition theory framework. The primary analytic focus was identification of themes describing how junior faculty perceive and navigate implicit institutional norms. Open-ended responses underwent thematic analysis using a structured codebook, applied by two independent reviewers with consensus-based coding and adjudication by a third when disagreements arose. RESULTS:A total of 35 junior faculty members completed the survey. All participants indicated influence of the unwritten curriculum on their professional development. Major themes identified include the unspoken importance of mentorship and peer guidance; implicit expectations and norms surrounding engagement, productivity, and visibility; work-life integration; cultural adjustment; scholarly output; and gaps in onboarding, feedback, and role clarity. Participants emphasized challenges in navigating departmental politics, understanding hierarchical nuances, and balancing unspoken expectations for committee involvement and informal social participation. Additionally, unclear feedback processes, inconsistent evaluation expectations, and cultural norms for active engagement were noted as barriers to integration and professional growth. CONCLUSION/CONCLUSIONS:Junior faculty in academic EM described the unwritten curriculum as a meaningful influence on their early faculty experience. Within this sample, participants highlighted mentorship, feedback transparency, and structured faculty development as potential mechanisms to support navigation of implicit expectations during the transition to junior faculty. These findings reflect individual perceptions rather than program characteristics and should be interpreted within the context of the study's scope.

BACKGROUND/UNASSIGNED:Education is an important step toward achieving equity in health care. However, there is little published literature examining the educational outcomes of curricula for resident physicians focused on diversity, equity, and inclusion (DEI). OBJECTIVE/UNASSIGNED:Our objective was to review the literature to assess the outcomes of curricula for resident physicians of all specialties focused on DEI in medical education and health care. METHODS/UNASSIGNED:We applied a structured approach to conducting a scoping review of the medical education literature. Studies were included for final analysis if they described a specific curricular intervention and educational outcomes. Outcomes were characterized using the Kirkpatrick Model. RESULTS/UNASSIGNED:Nineteen studies were included for final analysis. Publication dates ranged from 2000 to 2021. Internal medicine residents were the most studied. The number of learners ranged from 10 to 181. The majority of studies were from a single program. Educational methods ranged from online modules to single workshops to multiyear longitudinal curricula. Eight studies reported Level 1 outcomes, 7 studies reported Level 2 outcomes, 3 studies reported Level 3 outcomes, and only 1 study measured changes in patient perceptions due to the curricular intervention. CONCLUSIONS/UNASSIGNED:We found a small number of studies of curricular interventions for resident physicians that directly address DEI in medical education and health care. These interventions employed a wide array of educational methods, demonstrated feasibility, and were positively received by learners.

Honeycomb gallbladder is a term that has been coined to describe a multiseptated gallbladder. In this case report, we describe a pregnant patient who had an extensive work-up of her abdominal pain and was found to have this incidental finding.