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OBJECTIVES:The 2024 Society for Academic Emergency Medicine Consensus Conference focused on developing a pathway to build and support a diverse and sustainable emergency medicine (EM) clinician-scientist workforce. The underlying premise is that the specialty of EM needs a robust clinician-scientist workforce to fulfill its research mission of creating new knowledge to improve patient care and outcomes. METHODS:Preconference workgroups assessed existing pathways to develop and support EM clinician-scientists and generated unranked lists of strategies to holistically and comprehensively grow the clinician-scientist workforce. These strategies were refined and prioritized during a one-day, in-person conference, which was followed by a virtual conference to reach consensus on metrics, goals, and timelines for implementation. RESULTS:Overarching strategies included fostering a departmental culture that values research, addressing barriers to recruiting and retaining a diverse research work force, and enhancing the national reputation of EM research. At the undergraduate and medical school stage, creating a portfolio of medium- and long-term research training opportunities with EM faculty mentors was the highest priority. At the resident and fellow stage, top priorities were dedicated research training built into EM residencies and clinical fellowships. Early-career faculty strategies prioritized departmental support for federally funded K awards. Mid-career faculty strategies prioritized securing federal support for research mentoring, leading institutional training grants, and building research teams that include PhD scientists. At all stages, we addressed recruitment and retention of trainees and faculty from disadvantaged and underserved groups. CONCLUSIONS:These prioritized strategies with respective metrics, goals, timelines, and responsible parties provide a roadmap for EM to build a broadly inclusive and sustainable clinician-scientist workforce, capable of creating the new knowledge needed to advance emergency medical care. Successful implementation will require substantial commitment and investment from national EM organizations and academic department chairs. The result will be improved care and outcomes for the patients and communities we serve.
In the field of education and training, the use of new information and communication technologies (ICTs), particularly educational technologies (EdTech), has increased significantly in recent years. Among these, the adoption of Virtual Reality (VR) is expanding rapidly. While recent studies emphasize the importance of considering individual differences in executive functions (EFs)-a set of cognitive processes involved in planning and regulating thoughts and actions-the aim of our study was to examine the impact of various digital media (digital tablets, VR with joystick, VR with hand-tracking, and conventional support) on EFs using the Tower of London task implemented on both tablet and VR platforms. A total of 48 participants (32 women and 16 men) completed the Tower of London test in all four conditions. Most participants were apprentices in the fields of sales and hairdressing, with no prior exposure to instruction using tablet-based or VR-based tools. Statistical analyses (t-test and Bayes repeated measurement) were conducted on several indicators, including the number of movements, problem-solving time, and the time-to-movement ratio. Among these, the latter emerged as the most informative, as it normalizes performance across the four experimental conditions. Data analysis revealed that performance with VR supports (both joystick -20.21- and hand-tracking -21.75) was lower compared to tablet use (13.33), Cohen’s d = 1.613 and 2.01. This difference may be explained by participants’ lack of familiarity with VR, which imposes greater cognitive demands (cognitive load) than the more conventional tablet interface. These findings suggest that, before integrating VR into educational settings, it is essential to ensure that students are sufficiently familiar with and comfortable using this technology. In other words, while VR represents a promising opportunity to enhance training, its implementation must carefully consider the limitations associated with learners’ executive functions.
The AACEM Chair Development Program (CDP) provides emergency medicine (EM)-focused leadership training for academic chairs and those interested in becoming EM chairs. The CDP began in 2014.This report describes the CDP second 5-year cohort from 2018 to 2023. A total of 102 participants completed the program during this time period with increased enrollment of women leaders. Seventeen participants who were not chairs at entry have become EM chairs. Quantitative and qualitative data based on a survey of participants demonstrate continued highly favorable assessment of the CDP and likelihood to recommend it to others. The CDP remains a popular and successful training experience to develop leadership skills, foster a leadership network, and prepare EM leaders for academic chair positions.
There are no conflicts of interest for any authors to report for this effort.
Academic Emergency MedicineAccepted Articles RESEARCH LETTER #StopTheStigmaEM: Building a Social Media Based Movement to Support Emergency Medicine Mental Health Amanda J. Deutsch MD, Corresponding Author Amanda J. Deutsch MD [email protected] orcid.org/0000-0002-6369-9256 Thomas Jefferson University Correspondence Amanda J. Deutsch, mail id : Email: [email protected]Search for more papers by this authorAl'ai Alvarez MD, Al'ai Alvarez MD orcid.org/0000-0002-5438-2476 Stanford Hospital and ClinicsSearch for more papers by this authorStephanie Balint MSN, Stephanie Balint MSN Quinnipiac UniversitySearch for more papers by this authorRyan D. Pappal MD, MSCI, Ryan D. Pappal MD, MSCI Beth Israel Deaconess Medical CenterSearch for more papers by this authorStacey Roseen, Stacey Roseen Society for Academic Emergency MedicineSearch for more papers by this authorWendy W. Sun MD, Wendy W. Sun MD orcid.org/0000-0002-3726-1429 Yale School of MedicineSearch for more papers by this authorJonathan Warren MD, Jonathan Warren MD Harbor-UCLA Medical CenterSearch for more papers by this authorKelsey Stanton MSN, RN, Kelsey Stanton MSN, RN The Ohio State University College of MedicineSearch for more papers by this authorAnish K. Agarwal MD, MPH, Anish K. Agarwal MD, MPH University of Pennsylvania Perelman School of MedicineSearch for more papers by this author Amanda J. Deutsch MD, Corresponding Author Amanda J. Deutsch MD [email protected] orcid.org/0000-0002-6369-9256 Thomas Jefferson University Correspondence Amanda J. Deutsch, mail id : Email: [email protected]Search for more papers by this authorAl'ai Alvarez MD, Al'ai Alvarez MD orcid.org/0000-0002-5438-2476 Stanford Hospital and ClinicsSearch for more papers by this authorStephanie Balint MSN, Stephanie Balint MSN Quinnipiac UniversitySearch for more papers by this authorRyan D. Pappal MD, MSCI, Ryan D. Pappal MD, MSCI Beth Israel Deaconess Medical CenterSearch for more papers by this authorStacey Roseen, Stacey Roseen Society for Academic Emergency MedicineSearch for more papers by this authorWendy W. Sun MD, Wendy W. Sun MD orcid.org/0000-0002-3726-1429 Yale School of MedicineSearch for more papers by this authorJonathan Warren MD, Jonathan Warren MD Harbor-UCLA Medical CenterSearch for more papers by this authorKelsey Stanton MSN, RN, Kelsey Stanton MSN, RN The Ohio State University College of MedicineSearch for more papers by this authorAnish K. Agarwal MD, MPH, Anish K. Agarwal MD, MPH University of Pennsylvania Perelman School of MedicineSearch for more papers by this author First published: 27 October 2023 https://doi.org/10.1111/acem.14829 Supervising Editor: Bernard P. Chang This article has been accepted for publication and undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record. Please cite this article as doi:10.1111/acem.14829. AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Accepted ArticlesAccepted, unedited articles published online and citable. The final edited and typeset version of record will appear in the future. RelatedInformation
