Emergency medicine and public health: New steps in old directions

Pollock, Daniel A.; Lowery, Douglas W.; O’Brien, Patrick

doi:10.1067/mem.2001.119457

Cited by 60 publications

(39 citation statements)

References 50 publications

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“…Emergency care personnel, who have been interested in public health-related initiatives for years, 1 have four domains with which to interact with public health officers: ''surveillance of diseases, injuries, and health risks; monitoring health care access; delivering clinical preventive services; and developing policies to protect and improve the public's health.'' 2 Because the first, second, and fourth domains are generally the province of public sector agencies, we will focus on the knowledge translation (KT) activities needed to enhance the delivery of clinical preventive and screening services in the ED.…”

mentioning

confidence: 99%

Public Health Considerations in Knowledge Translation in the Emergency Department

Bernstein¹,

Bernstein²,

Boudreaux³

et al. 2007

Academic Emergency Medicine

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Effective preventive and screening interventions have not been widely adopted in emergency departments (EDs). Barriers to knowledge translation of these initiatives include lack of knowledge of current evidence, perceived lack of efficacy, and resource availability. To address this challenge, the Academic Emergency Medicine 2007 Consensus Conference, ''Knowledge Translation in Emergency Medicine: Establishing a Research Agenda and Guide Map for Evidence Uptake,'' convened a public health focus group. The question this group addressed was ''What are the unique contextual elements that need to be addressed to bring proven preventive and other public health initiatives into the ED setting?'' Public health experts communicated via the Internet beforehand and at a breakout session during the conference to reach consensus on this topic, using published evidence and expert opinion. Recommendations include 1) to integrate proven public health interventions into the emergency medicine core curriculum, 2) to configure clinical information systems to facilitate public health interventions, and 3) to use ancillary ED personnel to enhance delivery of public health interventions and to obtain successful funding for these initiatives. Because additional research in this area is needed, a research agenda for this important topic was also developed. The ED provides medical care to a unique population, many with increased needs for preventive care. Because these individuals may have limited access to screening and preventive interventions, wider adoption of these initiatives may improve the health of this vulnerable population.

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confidence: 99%

Public Health Considerations in Knowledge Translation in the Emergency Department

Bernstein¹,

Bernstein²,

Boudreaux³

et al. 2007

Academic Emergency Medicine

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“…EM as a field has an important role in public health: an emergency department visit may be a patient's only contact with the medical system; emergency department patients with acute injuries or illnesses-so-called "teachable moments"-may be more open to behavioral change 29 ; and emergency departments may represent an ideal site for screening and intervention for certain public health problems 22,24,30,31 . Emerging areas in which EM and public health are intimately tied together include international EM, disaster and bioterrorism preparedness and relief, patient safety, public health ethics, end-of-life care 32 , and providing health services for under-represented and marginalized communities.…”

Section: Discussionmentioning

confidence: 99%

“…1,2 Emergency departments have proved to be effective settings for disease surveillance and for a variety of screening and intervention programs for conditions such as HIV, falls, suicide, intimate partner violence, tobacco addiction, alcohol and drug abuse, chronic disease and injury [3][4][5][6][7][8][9][10][11][12][13][14][15][16][17] . These public health-relevant activities, surveillance, screening, and intervention, were the subject of a 2009 conference convened by emergency physicians for emergency physicians, policymakers, and educators.…”

Section: Introductionmentioning

confidence: 99%

Public Health Education for Emergency Medicine Residents

Betz¹,

Bernstein²,

Gutman³

et al. 2011

American Journal of Preventive Medicine

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Emergency medicine (EM) has an important role in public health, but the ideal approach for teaching public health to EM residents is unclear. As part of the national regional public healthmedicine education centers-graduate medical education (RPHMEC-GM) initiative from the CDC and the American Association of Medical Colleges, three EM programs received funding to create public health curricula for EM residents. Curricula approaches varied by residency. One program used a modular, integrative approach to combine public health and EM clinical topics during usual residency didactics, one partnered with local public health organizations to provide real-world experiences for residents, and one drew on existing national as well as departmental resources to seamlessly integrate more public health-oriented educational activities within the existing residency curriculum. The modular and integrative approaches appeared to have a positive impact on resident attitudes toward public health, and a majority of EM residents at that program believed public health training is important. Reliance on pre-existing community partnerships facilitated development of public health rotations for residents. External funding for these efforts was critical to their success, given the time and financial restraints on residency programs. The optimal approach for public health education for EM residents has not been defined.

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“…This is especially true for nonviolent injury such as car crashes and the quasi-violent injury caused by alcohol-intoxicated drivers. 109 Youth violence prevention has much in common with these areas of research and, similarly, the need for excellent research in this area should draw some of the best and brightest of our specialty to the area of youth violence prevention and control. This has programmatic implications at the departmental level, and academic faculty in departments of EM should be encouraged to pursue their interests in this area.…”

Section: Competencies For Effective Practicementioning

confidence: 99%

Emergency Medicine: Competencies for Youth Violence Prevention and Control

Denninghoff

Knox

Cunningham

et al. 2002

Academic Emergency Medicine

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By any standard one wishes to apply, the impact of violence on the health and safety of the public is significant. The expression of violence among children in the United States has increased significantly during the modern era. Homicide and suicide are the second and third leading causes of death in youths 15-24 years of age. The emergency department (ED) is a common site for the care of these victims, and because victims often become assailants, the emergency care provider needs to know the epidemiology, treatment, and methods for prevention of youth violence in order to curtail the cycle. A multidisciplinary task force was convened by the Centers for Disease Control and Prevention (CDC)-funded Southern California Center of Academic Excellence on Youth Violence Prevention and the Keck School of Medicine at the University of Southern California to define competencies for health professionals in youth violence prevention and control. Three levels of competence were identified: the generalist level, which should be obtained by all health professionals; the specialist level, which should be obtained by health professionals such as emergency medicine providers, who frequently work with populations affected by violence; and a third, or scholar level, to be acquired by health professionals who wish to become experts not only in the care, but also in research and advocacy. This article reports the details of this group's efforts and applies them to emergency care provider education. These competencies should shape the development of curricula for the span of emergency medical training from emergency medical services scholastic training to postgraduate continuous medical education. Key words: emergency medicine; violence; adolescence; prevention; competencies. ACADEMIC EMERGENCY MEDICINE 2002; 9:947-956. Youth violence is a serious public health problem in the United States; indeed, homicide is the second leading cause of death for young persons aged 15-24 years. 1 The data on more common nonfatal violent injuries are less available and reliable than the data on homicide, in part because many victims do not seek medical attention. 2 The situations in which fatal and nonfatal adolescent assault injuries occur are similar, 3 and violent injury and death result from altercations between family members and acquaintances more often than from criminal activity. 4 A growing number of reports confirm that children frequently witness violence, 5-8 and exposure to violence and victimization is strongly associated with subsequent acts of violence by the victim. 9-11 There

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Emergency medicine and public health: New steps in old directions

Cited by 60 publications

References 50 publications

Public Health Considerations in Knowledge Translation in the Emergency Department

Public Health Considerations in Knowledge Translation in the Emergency Department

Public Health Education for Emergency Medicine Residents

Emergency Medicine: Competencies for Youth Violence Prevention and Control

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