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Building resiliency in emergency room physicians: anticipating the next catastrophe.

BMJ health & care informatics

Patel VL, Shidhaye R, Dev P, Shortliffe EH.
PMID: 33926961
BMJ Health Care Inform. 2021 Apr;28(1). doi: 10.1136/bmjhci-2021-100343.

No abstract available.

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Patel VL, Shidhaye R, Dev P, et al. Building resiliency in emergency room physicians: anticipating the next catastrophe. BMJ Health Care Inform. 2021;28(1)doi: 10.1136/bmjhci-2021-100343.
Patel, V. L., Shidhaye, R., Dev, P., & Shortliffe, E. H. (2021). Building resiliency in emergency room physicians: anticipating the next catastrophe. BMJ health & care informatics, 28(1), . https://doi.org/10.1136/bmjhci-2021-100343
Patel, Vimla L, et al. "Building resiliency in emergency room physicians: anticipating the next catastrophe." BMJ health & care informatics vol. 28,1 (2021). doi: https://doi.org/10.1136/bmjhci-2021-100343
Patel VL, Shidhaye R, Dev P, Shortliffe EH. Building resiliency in emergency room physicians: anticipating the next catastrophe. BMJ Health Care Inform. 2021 Apr;28(1). doi: 10.1136/bmjhci-2021-100343. PMID: 33926961; PMCID: PMC8094337.
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"I Have Nothing Else to Give": A Qualitative Exploration of Emergency Medicine Residents' Perceptions of Burnout.

Teaching and learning in medicine

Jain A, Tabatabai R, Vo A, Riddell J.
PMID: 33522297
Teach Learn Med. 2021 Aug-Sep;33(4):407-415. doi: 10.1080/10401334.2021.1875833. Epub 2021 Jan 30.

PHENOMENON: : Resident physicians experience high degrees of burnout. Medical educators are tasked with implementing burnout interventions, however they possess an incomplete understanding of residents' lived experiences with this phenomenon. Attempts to understand burnout using quantitative methods may insufficiently...

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Jain A, Tabatabai R, Vo A, et al. "I Have Nothing Else to Give": A Qualitative Exploration of Emergency Medicine Residents' Perceptions of Burnout. Teach Learn Med. 2021;33(4):407-415doi: 10.1080/10401334.2021.1875833.
Jain, A., Tabatabai, R., Vo, A., & Riddell, J. (2021). "I Have Nothing Else to Give": A Qualitative Exploration of Emergency Medicine Residents' Perceptions of Burnout. Teaching and learning in medicine, 33(4), 407-415. https://doi.org/10.1080/10401334.2021.1875833
Jain, Aarti, et al. ""I Have Nothing Else to Give": A Qualitative Exploration of Emergency Medicine Residents' Perceptions of Burnout." Teaching and learning in medicine vol. 33,4 (2021): 407-415. doi: https://doi.org/10.1080/10401334.2021.1875833
Jain A, Tabatabai R, Vo A, Riddell J. "I Have Nothing Else to Give": A Qualitative Exploration of Emergency Medicine Residents' Perceptions of Burnout. Teach Learn Med. 2021 Aug-Sep;33(4):407-415. doi: 10.1080/10401334.2021.1875833. Epub 2021 Jan 30. PMID: 33522297.
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A novel transition to practice curriculum for CCFP(EM) programs.

CJEM

Nath A, Cheung WJ, Leppard J, Perry JJ.
PMID: 33713020
CJEM. 2021 May;23(3):394-397. doi: 10.1007/s43678-020-00046-y. Epub 2021 Mar 12.

We implemented a novel transition-to-practice curriculum incorporating four new processes to prepare CCFP(EM) residents for independent practice. These elements were: 1) explicit sequencing of competency progression; 2) establishment of coaching teams; 3) establishment of independent shifts; and 4) implementation...

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Nath A, Cheung WJ, Leppard J, et al. A novel transition to practice curriculum for CCFP(EM) programs. CJEM. 2021;23(3):394-397doi: 10.1007/s43678-020-00046-y.
Nath, A., Cheung, W. J., Leppard, J., & Perry, J. J. (2021). A novel transition to practice curriculum for CCFP(EM) programs. CJEM, 23(3), 394-397. https://doi.org/10.1007/s43678-020-00046-y
Nath, Avik, et al. "A novel transition to practice curriculum for CCFP(EM) programs." CJEM vol. 23,3 (2021): 394-397. doi: https://doi.org/10.1007/s43678-020-00046-y
Nath A, Cheung WJ, Leppard J, Perry JJ. A novel transition to practice curriculum for CCFP(EM) programs. CJEM. 2021 May;23(3):394-397. doi: 10.1007/s43678-020-00046-y. Epub 2021 Mar 12. PMID: 33713020.
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Simulation-Based Orientation for Emergency Medicine Residents Participating in EMS Ride-Alongs.

MedEdPORTAL : the journal of teaching and learning resources

Kutzin JM, Sondheim SE, LeDonne S, Louras N, Redlener M, Munjal K.
PMID: 34423123
MedEdPORTAL. 2021 Aug 09;17:11170. doi: 10.15766/mep_2374-8265.11170. eCollection 2021.

INTRODUCTION: Emergency medicine resident physicians are required to complete observational ride-alongs with emergency medical services (EMS) units as part of their curriculum as per the ACGME. We created this curriculum to expose emergency medicine residents to the equipment they...

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Kutzin JM, Sondheim SE, LeDonne S, et al. Simulation-Based Orientation for Emergency Medicine Residents Participating in EMS Ride-Alongs. MedEdPORTAL. 2021;17:11170doi: 10.15766/mep_2374-8265.11170.
Kutzin, J. M., Sondheim, S. E., LeDonne, S., Louras, N., Redlener, M., & Munjal, K. (2021). Simulation-Based Orientation for Emergency Medicine Residents Participating in EMS Ride-Alongs. MedEdPORTAL : the journal of teaching and learning resources, 1711170. https://doi.org/10.15766/mep_2374-8265.11170
Kutzin, Jared M, et al. "Simulation-Based Orientation for Emergency Medicine Residents Participating in EMS Ride-Alongs." MedEdPORTAL : the journal of teaching and learning resources vol. 17 (2021): 11170. doi: https://doi.org/10.15766/mep_2374-8265.11170
Kutzin JM, Sondheim SE, LeDonne S, Louras N, Redlener M, Munjal K. Simulation-Based Orientation for Emergency Medicine Residents Participating in EMS Ride-Alongs. MedEdPORTAL. 2021 Aug 09;17:11170. doi: 10.15766/mep_2374-8265.11170. eCollection 2021. PMID: 34423123; PMCID: PMC8349972.
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Infographics, podcasts, and blogs: a multi-channel, asynchronous, digital faculty experience to improve clinical teaching (MAX FacDev).

CJEM

Dowhos K, Sherbino J, Chan TM, Nagji A.
PMID: 33788176
CJEM. 2021 May;23(3):390-393. doi: 10.1007/s43678-020-00069-5. Epub 2021 Mar 31.

Attendance at faculty development events are often limited to those with time and interest, but all clinical teachers should have access to continuing faculty development. A multi-channel, asynchronous, digital faculty experience strategy (MAX FacDev) was used to engage busy...

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Dowhos K, Sherbino J, Chan TM, et al. Infographics, podcasts, and blogs: a multi-channel, asynchronous, digital faculty experience to improve clinical teaching (MAX FacDev). CJEM. 2021;23(3):390-393doi: 10.1007/s43678-020-00069-5.
Dowhos, K., Sherbino, J., Chan, T. M., & Nagji, A. (2021). Infographics, podcasts, and blogs: a multi-channel, asynchronous, digital faculty experience to improve clinical teaching (MAX FacDev). CJEM, 23(3), 390-393. https://doi.org/10.1007/s43678-020-00069-5
Dowhos, Krista, et al. "Infographics, podcasts, and blogs: a multi-channel, asynchronous, digital faculty experience to improve clinical teaching (MAX FacDev)." CJEM vol. 23,3 (2021): 390-393. doi: https://doi.org/10.1007/s43678-020-00069-5
Dowhos K, Sherbino J, Chan TM, Nagji A. Infographics, podcasts, and blogs: a multi-channel, asynchronous, digital faculty experience to improve clinical teaching (MAX FacDev). CJEM. 2021 May;23(3):390-393. doi: 10.1007/s43678-020-00069-5. Epub 2021 Mar 31. PMID: 33788176; PMCID: PMC8011059.
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Showing 565 to 569 of 569 entries