Audience: This workshop is intended for faculty members in an emergency medicine (or other) residency program, but is also appropriate for chief residents and medical student clerkship educators.

Introduction: Faculty development sessions are required by the Accreditation Council for Graduate Medical Education and enhance the learning environment within residency programs. Resident as teacher sessions are important in helping residents transition from junior learners to supervisors of medical students and junior residents. Part I of this two-part workshop introduces learners to effective techniques to engaging learners with clinical and bedside teaching.

Objectives: By the end of this workshop, the learner will: 1) describe and implement nine new clinical teaching techniques; 2) implement clinical teaching techniques specific to junior and senior resident learners.

Methods: This educational session is uses several blended instructional methods, including team-based learning (modified), the flipped classroom, audience response systems, pause procedures.

Topics: Faculty development, clinical teaching, bedside teaching, one-minute preceptor, two-minute observership, teaching scripts, Aunt Minnie, SPIT, activated demonstration, teaching scripts.

Audience: This workshop is intended for faculty members in an emergency medicine (or other) residency program, but is also appropriate for chief residents and medical student educators, including basic science faculty.

Introduction: Faculty development sessions are required by the Accreditation Council for Graduate Medical Education and enhance the learning environment within residency programs. Resident as teacher sessions are important in helping residents transition from junior learners to supervisors of medical students and junior residents. Part I of this two-part workshop introduces learners to effective techniques to engaging learners during didactic sessions.

Methods: This educational session is uses several blended instructional methods, including team-based learning (classic and modified), the flipped classroom, audience response systems, pause procedures in order to demonstrate effective didactic teaching techniques.

Topics: Faculty development, didactics, residency conference, pause procedures, commitment activities, team based learning, small group learning, jigsaw, problem based learning, think pair share, one minute paper, the muddiest point, audience response systems.

Introduction: Interviewing for residency is a complicated and often expensive endeavor. Literature has estimated interview costs of $4,000 to $15,000 per applicant, mostly attributable to travel and lodging. The authors sought to reduce these costs and improve the applicant interview experience by coordinating interview dates between two residency programs in .

Methods: Two emergency medicine residency programs scheduled contiguous interview dates for the 2015-2016 interview season. A survey was used to assess applicant experiences interviewing in and attitudes regarding coordinated scheduling. Data on utilization of coordinated dates were obtained from interview scheduling software. The target group for this intervention consisted of applicants from medical schools outside that completed interviews at both programs.

Results: Of the 158 applicants invited to both programs, 84 (53%) responded to the survey. Scheduling data was available for all applicants. The total estimated cost savings for target applicants coordinating interview dates was $18,600. The majority of target applicants reported that this intervention increased the ease of scheduling (84%), made them less likely to cancel the interview (82%) and saved them money (71%).

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Introduction: Emergency Medicine (EM) residency programs may be 36 or 48 months in length. The Residency Review Committee for EM requires that 48-month programs provide educational justification for the incremental 12 months. We developed additional milestones that EM training programs might use to outcomes in domains that meet this accreditation requirement. This study aims to validate these supplemental milestones using a similar methodology to that of the original EM Milestones validation study.

Methods: A panel of EM program directors and content experts at two institutions identified domains of additional training not covered by the existing EM Milestones. This led to the development of 6 novel subcompetencies: Operations and Administration, Critical Care, Leadership and Management, Research, Teaching and Learning, and Career Development. Subject-matter experts at other 48-month EM residency programs refined the milestones for these subcompetencies. Program directors of all 48-month EM programs were then asked to order the proposed milestones using the Dreyfus model of skill acquisition for each subcompetency. Data analysis mirrored that used in the original EM Milestones validation study, leading to the final version of our supplemental milestones.

Results: Twenty of 33 subjects (58.8%) completed the study. No subcompetency or individual milestone met deletion criteria. Of the 97 proposed milestones, 67 (69.1%) required no further editing and remained at the same level as proposed by the study authors. Thirty milestones underwent level changes: 15 (15.5%) were moved one level up and 13 (13.4%) were moved one level down. One milestone (1.0%) in ‘Leadership and Management’ was moved two levels up, and one milestone in ‘Operations and Administration’ was moved two levels down. One milestone in ‘Research’ was ranked by the survey respondents at one level higher than that proposed by the authors, however this milestone was kept at its original level assignment.

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