Our weekly conferences, each presenting 5 hours of didactic teaching, are considered one of the most innovative offerings of its kind among emergency medicine residencies in the nation. Reflecting our commitment to education, more than 75% of the conference presentations (lectures, small-group sessions, hands-on workshops) are presented by our own faculty.

Lectures pertaining to faculty development, domestic violence, public health, patient safety and injury prevention, cultural competency, disaster management, and emergency medical services (EMS) are also regularly provided in the curriculum. Simulation training is incorporated into the curriculum as well. At least four times per year, the residents participate in a cadaver lab to practice emergency medicine procedures. The curricula in geriatric emergency medicine, conflict management, and leadership skills are unique among emergency medicine residencies in the country.

Intro to Emergency Medicine (PGY-1)

A series of lectures and workshops titled “Introduction to Emergency Medicine” is presented for the incoming residents. Every Thursday during the first month of the academic year, a series of morning lectures devoted to teaching the basic skills in evaluating and managing patients in the emergency department is offered. The afternoons are spent in workshops of various types: electrocardiography, ultrasonography, fracture splinting, procedural teaching in the cadaver lab, and use of the slit lamp for evaluation of ophthalmologic emergencies. This curriculum was initiated in 2003 and has received consistently high marks on evaluation forms.

Board Examination Training

During the winter, all residents take part in a weekly series of written board examination review sessions, which help them gain insights into passing the emergency medicine written board examination. In the spring, the PGY-2 and PGY-3 residents participate in a formal series of simulated oral board examinations designed to convey skills necessary to pass the emergency medicine oral board examination. As a result of this training, our residents have achieved passing rates >90% on both the written and oral board examinations (the national average is ~85%).

Academic Development Program

Residents interested in academic careers can enroll in our formal mentoring process, the Academic Development Program (ADP), which fosters faculty development. Residents in the ADP receive intense training in teaching skills (lecturing, small-group teaching, and bedside teaching), research skills, and writing skills. They have opportunities to collaborate in the publication of journal articles. They are encouraged to become involved in state and national organizations to begin the process of networking.

Since its inception in 2002, the ADP has jumpstarted the academic careers of many young physicians. “Graduates” of the ADP have been invited speakers at grand rounds presentations around the country and at national and international conferences. They have served as guest editors for issues of Emergency Medicine Clinics of North America, Medical Clinics of North America, Primary Care Clinics of North America, Clinics in Geriatric Medicine, and Pediatric Clinics of North America. Two serve on the editorial boards of journals and four have received Teacher of the Year Awards at four emergency medicine residency programs. Two are winners of national teaching awards and another of a national resident research competition. Four ADP graduates have become residency program directors and two others are assistant or associate program directors. Two have become president of the Emergency Medicine Residents’ Association. These are outstanding and unusual accomplishments for physicians so young.

Mentoring for All!

Residents enrolled in the ADP are not the only ones who receive mentoring in teaching, research, and writing. All of our residents receive dedicated teaching and mentoring in the aspects of successful lecturing and bedside teaching. Many residents have become involved in research, including the presentation and publication of their findings.

Our residents are encouraged to become involved with the preparation of manuscripts to be submitted to journals. From January 2005 through June 2006, 30 residents co-authored 28 of the 71 articles published by the department in peer-reviewed journals and were the lead author on 9 of them.

Our residents are active in national, state, and local committees as well, a testament to their commitment to our mission statement and to the mentoring from the faculty. Residents enrolled in our program are members of national committees, state committees, and hospital committees.

Program Review

On a yearly basis, the faculty and residents come together to discuss possibilities for changes within the program. In addition, the residency director stays in close contact with many recent graduates to gain feedback about their practice patterns, strengths, and weaknesses. This information helps in assessing needs for change and has led to many aspects of the current curriculum.