Background Women in medicine report many gender-specific barriers to their career success and satisfaction, including a lack of mentors and role models. The literature calls for innovative strategies to enhance mentorship for women in medicine. Objective To describe the content, perceived value, and ongoing achievements of a mentoring program for women in emergency medicine. Methods The program offered mentoring for female faculty and residents in an academic emergency medicine department. Volunteers participated in group mentoring sessions using a mosaic of vertical and peer mentoring. Sessions focused on topics specific to women in medicine. An anonymous, electronic survey was sent to women who participated during 2004–2010 to assess the perceived value of the program and to collect qualitative feedback. Preliminary achievements fulfilling the program's goals were tracked. Results A total of 46 women (64%) completed the survey. The results showed a positive perceived value of the program (average, 4.65 on a 5-point Likert scale) in providing mentors and role models (4.41), in offering a supportive environment (4.39), in providing discussions pertinent to both personal (4.22) and professional development (4.22), while expanding networking opportunities (4.07). Notable achievements included work on the creation of a family leave policy, establishing lactation space, collaboration on projects, awards, and academic advancement. Conclusion This innovative model for mentoring women is perceived as a valuable asset to the academic department and residency. It offers the unique combination of expanding a female mentor pool by recruiting alumni and using a mosaic of vertical and peer mentoring.
The state of pediatric emergency medicine (PEM) education within emergency medicine (EM) residency programs is reviewed and discussed in the context of shifting practice environments and new demands for a greater focus on the availability and quality of PEM services. The rapid growth of PEM within pediatrics has altered the EM practice landscape with regard to PEM. The authors evaluate the composition, quantity, and quality of PEM training in EM residency programs, with close attention paid to the challenges facing programs. A set of best practices is presented as a framework for discussion of future PEM training that would increase the yield and relevance of knowledge and experiences within the constraints of 3-and 4-year residencies. Innovative educational modalities are discussed, as well as the role of simulation and pediatric-specific patient safety education. Finally, barriers to PEM fellowship training among EM residency graduates are discussed in light of the shortage of practitioners from this training pathway and in recognition of the ongoing importance of the EM voice in PEM.ACADEMIC EMERGENCY MEDICINE 2010; 17:S104-S113 ª 2010 by the Society for Academic Emergency Medicine Keywords: pediatric emergency medicine, guidelines, emergency medicine, residency, teaching T he Council of Emergency Medicine Residency Directors (CORD) Academic Assembly held in Orlando, Florida, in March 2010 provided a venue for emergency medicine (EM) educators to examine the state of pediatric emergency medicine (PEM) education and training within U.S. EM residency programs. The Academic Assembly planning committee invited the authors to develop a proposal for a presentation on the best educational practices for PEM within EM residency programs. The best practices recommendations were derived through a series of conference calls leading up to the presentation. The senior author (JB) developed a preliminary set of questions and best practice recommendations based on 15 years of work teaching PEM to EM residents and based on research of the PEM educational process. These were refined and revised during subsequent discussions with the remaining authors and evolved to the final set of recommendations, which were discussed during a postpresentation conference call. Comments from the session attendees were incorporated into the final set of best practice recommendations, which appear in this article. A comprehensive literature search was performed to provide material on which to base our recommendations. Overall, this article reflects the proceedings of the CORD Academic Assembly session; to enhance the discussion of best educational practices, the authors also offer expert opinion on the closely related issues of optimizing PEM education in the future, the promotion of PEM fellowship training within the specialty of EM, and PEM workforce issues.All five authors have considerable experience (average 14 years, range 5-20 years) in teaching PEM, developing curricula, and administrating large PEM educational programs. Four are...
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