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Scheduling doesn't matter! A noninferiority study of block versus longitudinal scheduling for emergency medicine resident pediatric procedural training experience

Scheduling doesn't matter! A noninferiority study of block versus longitudinal scheduling for... BACKGROUNDEmergency medicine (EM) residency programs are tasked with training residents to care for patients of all ages and acuity. Pediatric patients aged 0–14 make up 19.7% of national annual emergency department (ED) visits, with 80% of pediatric visits occurring under the care of general EM physicians without specialized pediatric emergency medicine (PEM) training.1,2 While the Accreditation Council for Graduate Medical Education (ACGME) requires that 20% of patient encounters during EM residency are with pediatric patients, EM residents' patient experiences are limited due to access to pediatric care facilities and duty hour restrictions.3 EM educators and residency program leaders have raised concerns regarding the impact these limitations have on residents' educational experience including fewer patient encounters, more hand‐offs, and less flexibility to provide extra‐clinical educational opportunities.3,4While some residency programs have a high number of pediatric patients at their primary training site, other programs must send their residents to affiliated pediatric hospitals, and many programs supplement pediatric education with pediatric intensive care or pediatric surgery rotations. Many EM residency programs send their residents to affiliated tertiary care pediatric children's hospitals to increase encounters with critically ill pediatric patients, traumas, and procedures.5–7 However, despite specific pediatric ED experiences, even upon graduation EM http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png AEM Education and Training Wiley

Scheduling doesn't matter! A noninferiority study of block versus longitudinal scheduling for emergency medicine resident pediatric procedural training experience

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Publisher
Wiley
Copyright
Copyright © 2023 Society for Academic Emergency Medicine
eISSN
2472-5390
DOI
10.1002/aet2.10838
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Abstract

BACKGROUNDEmergency medicine (EM) residency programs are tasked with training residents to care for patients of all ages and acuity. Pediatric patients aged 0–14 make up 19.7% of national annual emergency department (ED) visits, with 80% of pediatric visits occurring under the care of general EM physicians without specialized pediatric emergency medicine (PEM) training.1,2 While the Accreditation Council for Graduate Medical Education (ACGME) requires that 20% of patient encounters during EM residency are with pediatric patients, EM residents' patient experiences are limited due to access to pediatric care facilities and duty hour restrictions.3 EM educators and residency program leaders have raised concerns regarding the impact these limitations have on residents' educational experience including fewer patient encounters, more hand‐offs, and less flexibility to provide extra‐clinical educational opportunities.3,4While some residency programs have a high number of pediatric patients at their primary training site, other programs must send their residents to affiliated pediatric hospitals, and many programs supplement pediatric education with pediatric intensive care or pediatric surgery rotations. Many EM residency programs send their residents to affiliated tertiary care pediatric children's hospitals to increase encounters with critically ill pediatric patients, traumas, and procedures.5–7 However, despite specific pediatric ED experiences, even upon graduation EM

Journal

AEM Education and Training – Wiley

Published: Feb 1, 2023

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