The 2016 Model of the Clinical Practice of Emergency Medicine

Counselman, Francis L.; Babu, Kavita M.; Edens, Mary Ann; Gorgas, Diane L.; Hobgood, Cherri; Marco, Catherine A.; Katz, Eric; Rodgers, Kevin; Stallings, Leonard A.; Wadman, Michael C.; Beeson, Michael S.; Keehbauch, Julia N.

doi:10.1016/j.jemermed.2017.01.040

Cited by 106 publications

(121 citation statements)

References 15 publications

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“…To identify the current state of clinical ultrasound competency assessment, published guidelines and policy documents describing assessment in clinical ultrasound were reviewed. Documents reviewed include those from the American Board of Emergency Medicine, ACEP, Council of Emergency Medicine Residency Directors, SAEM, the American Institute of Ultrasound in Medicine, and the ACGME . A subset of the working group reviewed these documents and performed a textual analysis.…”

Section: Methodsmentioning

confidence: 99%

Tools for Measuring Clinical Ultrasound Competency: Recommendations From the Ultrasound Competency Work Group

Damewood

Leo

Bailitz

et al. 2019

AEM Education and Training

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Competency in clinical ultrasound is essential to ensuring safe patient care. Competency in clinical ultrasound includes identifying when to perform a clinical ultrasound, performing the technical skills required for ultrasound image acquisition, accurately interpreting ultrasound images, and incorporating sonographic findings into clinical practice. In this concept paper, we discuss the advantages and limitations of existing tools to measure ultrasound competency. We propose strategies and future directions for assessing competency in clinical ultrasound.

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Section: Methodsmentioning

confidence: 99%

Tools for Measuring Clinical Ultrasound Competency: Recommendations From the Ultrasound Competency Work Group

Damewood

Leo

Bailitz

et al. 2019

AEM Education and Training

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“…The 2016 Emergency Medicine Clinical Practice Model includes observation and reassessment as one of the key physician tasks . In the EM milestone “disposition” (PC7), residents should be able to “correctly assign admitted patients to an appropriate level of care (ICU/telemetry/floor/OU) to reach Level 3 .…”

Section: Implications Of Om In Em Education and Trainingmentioning

confidence: 99%

The Case for Observation Medicine Education and Training in Emergency Medicine

Pena

Wheatley

Suri

et al. 2019

AEM Education and Training

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Background: Many hospitals have or will be opening an observation unit (OU), the majority managed by the emergency department (ED). Graduating emergency medicine (EM) residents will be expected to have the knowledge and skills necessary to appropriately identify and manage patients in this setting. Our objective is to examine the current state of observation medicine (OM) education and prevalence in EM training. Methods:In a follow-up to the 2019 Society for Academic Emergency Medicine (SAEM) OM Interest Group meeting, we convened an expert panel of OM physicians who are members of both the SAEM OM Interest Group and the American College of Emergency Physicians Section of OM. The panel of six emergency physicians representing geographic diversity was formed. A structured literature review was performed yielding 16 educational publications and sources pertaining to OM education and training across all specialties.Report on the Existing Literature: Only a small number of EM residencies have a required or elective OM rotation in an OU. An OM rotation in a protocol-driven ED OU gives residents experience managing patients in this setting and improves skills integral to EM and part of the EM milestones and Accreditation Council for Graduate Medical Education (ACGME) core competencies: reassessment, disposition decision making, risk stratification, team management, and practicing cost-appropriate care. Even without a formal rotation, multiple OM educational resources can be incorporated into EM resident education and didactics. Education research opportunity exists. Conclusions: This panel believes that OM is an important component of EM that should be incorporated into EMresidency as the knowledge and skills learned such as risk stratification, disposition decision making, and team management augment those needed for the practice of EM. There is a distinct opportunity for EM educators to better equip their trainees for a career in EM by including OM education and experience in EM residency training.From the

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“…5 The spectrum of uses of bedside ultrasound is validated by professional national organizations such as the American College of Emergency Physicians (ACEP) and by formal ultrasound fellowships. [6][7][8] The ACEP Policy Statement for Emergency, Point-of-Care and Clinical Ultrasound Guidelines in Medicine have classified currently performed emergency ultrasound procedures into five categories: (1) resuscitative, (2) diagnostic, (3) symptom or sign based, (4) procedure guidance, and (5) therapeutic and monitoring. 9 There are also medicolegal motivators for EPs to perform EM-POCUS.…”

Section: Introductionmentioning

confidence: 99%