Thriving, Not Surviving, in Residency: JGME-ALiEM Hot Topics in Medical Education Journal Club

This year’s JGME-ALiEM Hot Topics in Medical Education journal club features the systematic review on residency wellness recently published in the Journal of Graduate Medical Education (JGME).  This week, share your thoughts about this timely topic and paper on the blog, on Twitter (follow #JGMEscholar) and during a live Google Hangout with author Kristin Raj, MD (@KristinRajMD), Christopher Doty, MD (@PoppasPearls), and Jonathan Sherbino, MD (@Sherbino). Ultimately, a curated summary of our discussions will be published in the JGME. Some of your best tweets and blog comments will be featured.

Background on Wellness

Residency can be difficult, daunting and arduous. It is a time when you are sometimes forced to prioritize between clinical and academic responsibilities and adequate sleep, exercise, or quality time with your family. The increased workload, stress on personal relationships, and predilection for self-neglect during training create the perfect storm for the degeneration of a resident’s sense of health and well-being. Burnout in physicians has broad implications for the field of Emergency Medicine (EM). Studies indicate that physician burnout influences the quality care, impacts patient safety and satisfaction, and leads to early physician retirement. 1,2

EM was ranked highly in rates of burnout among physicians and one study even has EM ranked highest. Rates of depression amongst physicians in training is approximately 22-35%. 3 This is startling when compared to the rates of depression in the general population, which is approximately 17%.4 What is even more tragic is that due to a multitude of factors, nearly 400 physicians commit suicide every year in the U.S. 5 This is roughly equivalent to losing an entire medical school (all four years) annually!

To tackle this immense and tragic issue, some residency programs have started to develop and expand formal wellness programs at their institution. One of the earliest programs in the U.S. came from Stanford. Their wellness program was developed in 2010 after the death of one of their residents. 6 The AMA Steps Forward program has published a comprehensive module called “Physician wellness: preventing resident and fellow burnout” that lays out key steps to start a wellness program at your institution.

The conversation around wellness initially focused on the endpoint of burnout, such as how to recognize, treat, and prevent it. Recently there has been a call for a shift from a focus on burnout to a focus on preventative strategies and the promotion of wellness right from the start in training. 7,8 There has been an urge to teach individuals the skills needed for resilience and positivity. There has also been a call challenging executive leadership and institutions to tackle the systems-based problems that contribute to physician burnout and disruption in wellness. 1

Featured JGME Paper

Raj KS. Well-Being in Residency: A Systematic Review. J Grad Med Educ. 2016 Dec;8(5):674-684. doi: 10.4300/JGME-D-15-00764.1. PMID: 28018531. [Open access PDF]

ABSTRACT

Article Focus

Raj reviews the literature on resident well-being to identify factors associated with wellness. In addition, this paper aims to identify interventions that may promote wellness and suggests a framework for future research.

Overall, this systematic review identified numerous studies that showed that resident well-being was lower than that of the general population. Furthermore, residents suffered from higher rates of emotional exhaustion, work-life balance challenges, and depersonalization than their faculty counterparts.

The paper identified numerous POSITIVE factors that improved well being including:

  • Autonomy
  • Competence
  • Social relatedness
  • Accomplishment of goals
  • Opportunities for learning
  • Positive feedback
  • Positive colleague relationships
  • Engagement in spiritual practices
  • Increasing physical activity
  • Exposure to nature

The paper also identified factors with a NEGATIVE impact on resident well-being and included:

  • Sleep deprivation
  • Strained relationships with family and significant others
  • Drug and alcohol use

Finally, as residency programs develop wellness initiatives, this review suggests that utilization rates may be suboptimal for the following reasons:

  • Stigmatization of mental health within residency education and clinical medicine
  • Resident concern about helpfulness of initiatives
  • Resident time constraints

Watch the Google Hangout

YouTube video coming soon on January 18, 2016

Hot Topics Questions

Post your answer to any question below or discuss via Twitter using #JGMEscholar.

Q1 – This systematic review identified factors (e.g. basic physical needs, social relationships, autonomy, development of competence) that correlate with wellness. What does the construct – “wellness” – mean?

Q2 – Only a single investigator was part of this study? Why? Does this threaten the reliability of the articles selected and the abstraction of relevant data?

Q3 – What can we do to decrease the stigma associated with participating in mental wellness programs or seeking mental health resources?

Q4 – Do you have a wellness program in your residency program? If yes, what does it include? How does it work? What are the benefits?If no, what type of program would you like to see implemented? Why?


Previous JGME-ALiEM Hot Topics journal clubs


Disclaimer: We reserve the right to use any and all tweets to #JGMEscholar and comments below in a curated, commentary for the Journal of Graduate Medical Education Your comments will be attributed. Many thanks in advance for your thoughts and contributions.

1.
Shanafelt T, Noseworthy J. Executive Leadership and Physician Well-being: Nine Organizational Strategies to Promote Engagement and Reduce Burnout. Mayo Clin Proc. 2017;92(1):129-146. [PubMed]
2.
Lu D, Dresden S, McCloskey C, Branzetti J, Gisondi M. Impact of Burnout on Self-Reported Patient Care Among Emergency Physicians. WestJEM. 2015;16(7):996-1001. doi: 10.5811/westjem.2015.9.27945
3.
Shanafelt T, Hasan O, Dyrbye L, et al. Changes in Burnout and Satisfaction With Work-Life Balance in Physicians and the General US Working Population Between 2011 and 2014. Mayo Clin Proc. 2015;90(12):1600-1613. [PubMed]
4.
Daskivich TJ, Jardine DA, Tseng J, et al. Promotion of Wellness and Mental Health Awareness Among Physicians in Training: Perspective of a National, Multispecialty Panel of Residents and Fellows. Journal of Graduate Medical Education. 2015;7(1):143-147. doi: 10.4300/jgme-07-01-42
5.
Sargent DA. Preventing Physician Suicide. JAMA. 1977;237(2):143. doi: 10.1001/jama.1977.03270290043024
6.
Salles A, Liebert CA, Greco RS. Promoting Balance in the Lives of Resident Physicians. JAMA Surg. 2015;150(7):607. doi: 10.1001/jamasurg.2015.0257
7.
Schmitz G, Heron S, Kuhn G, et al. Strategies for coping with stress in emergency medicine: Early education is vital. J Emerg Trauma Shock. 2012;5(1):64. doi: 10.4103/0974-2700.93117
8.
Eckleberry-Hunt J, Van Dyke A, Lick D, Tucciarone J. Changing the Conversation From Burnout to Wellness: Physician Well-being in Residency Training Programs. Journal of Graduate Medical Education. 2009;1(2):225-230. doi: 10.4300/jgme-d-09-00026.1

Author information

Nicole Battaglioli, MD

Nicole Battaglioli, MD

Champion, 2016-17 ALiEM Chief Resident Incubator
Chief Operating Officer, 2016-17 ALiEM Wellness Think Tank
Clinical Associate
Mayo Clinic Health System;

The post Thriving, Not Surviving, in Residency: JGME-ALiEM Hot Topics in Medical Education Journal Club appeared first on ALiEM.

2017-18 ALiEM Faculty Incubator: 6 reasons why we are excited about Round 2!

ALiEM Faculty IncubatorWe simply have been unable to contain our excitement!  You may have heard whispers on the internet, but we can now confirm that indeed, the rumors are true… The ALiEM Faculty Incubator will be accepting applications for next year’s class effective immediately! Applications are now open for the new 2017-18 ALiEM Faculty Incubator for educator-scholars ready to take their careers to the next level — from theory to application. Applications are open NOW.

Here are the 6 reasons we are incredibly excited about this year’s version of the “Facubator”.

1. Last year’s class absolutely had a blast!

We aren’t even done with the 2016-2017 program, but this past year’s crew did some amazing work! They pulled together to accomplish some amazing things such as:

But don’t take our word for it… Take a look at what some of our 2016-2017 class members wrote about the experience from this year thus far:

Abra Berg, MD (Northwestern University): 

“The Facubator experience has been the most effective professional development I have received as an educator. The breadth of material covered is impressive, but it is all applied in a practical way that you can use immediately in your own shop. Networking with the next generation of medical educators has also been great and I have already published a blog and a manuscript through collaborations within the Facubator. I am already recommending to our graduating seniors going into academic positions that the Facubator is a must-do item within the first several years of their employment, both from a purely educational as well as collaborative productivity standpoint.”

Andrew King, MD (Ohio State University):

“The Facubator exposed me to a network of wonderful mentors and leaders within medical education which FAR exceeded my expectation. The opportunity to collaborate with these wonderful and productive colleagues has taken my career and my imprint within medical education to a whole new level. The mentorship received has been invaluable and I am incredibly thankful for the opportunity to participate in the inaugural Facubator!”

Sara Krzyzaniak, MD (UIC-Peoria):

“This program has filled a hole in my professional development. I was able to network with national leaders in the med ed world and learned a tremendous amount through the daily discussions. My knowledge of both classic and ground-breaking literature grew exponentially. I even was able to land a peer-reviewed publication, and I hope another will come from my longitudinal project! The leaders of the course did a great job creating a culture of mutual respect and familiarity. I never felt intimidated by the ‘big names’ brought into our discussions, and I felt instantly accepted into this larger family. I am looking forward to continuing my participation in this incubator by taking on the role of mentor next year!”

2. The Incubator C-Suiters are all returning.

We have learned in our careers that one’s success is directly tied to those with whom you collaborate. That is why our leadership team is comprised of leaders in the field of emergency medicine and education, who already have a track record for working well together on virtual teams.

Leadership Role Background and Affiliation

Michael Gottlieb,
MD, RDMS
Co-Chair and Chief Operating Officer
@MGottliebMD
Mike is the Ultrasound Director at Rush University Medical Center, as well as the Education Chair for the American Academy of Emergency Medicine Young Physicians Section. He has authored over 50 peer-reviewed publications, is a peer-reviewer for 8 journals, Education Section Editor for the Western Journal of Emergency Medicine, and the Editor-In-Chief for the ALiEM Board Review eBook. His academic interests include resident education with a focus on ultrasound and procedural applications.


Teresa Chan,
BEd, MD, MHPE, FRCPC
Co-Chair and Chief Academic Officer
@TChanMD

Teresa is an Assistant Professor of Medicine within the division of Emergency Medicine at McMaster University. She has diverse interests ranging from residency assessment to physician communication to online teaching and learning. She serves on the ALiEM Board, and serves as an Associate Editor for the blog, in charge of the ALiEM MEdIC series.

She is the Continuing Professional Development Director, and works to develop faculty across her local region. She has published over 30 peer reviewed publications to date (many of which are in the area of digital online educational resources), as well as several electronic books via ALiEM Press. She is a founding editorial member of the new Academic Emergency Medicine Education and Training journal.


Lainie Yarris, 

MD, MCR
Co-Chair and Chief Strategic Officer
@LainieYarris

Lainie is an Associate Professor of Emergency Medicine at Oregon Health & Science University and serves as Emergency Medicine Residency Director, Co-Director of the Emergency Medicine Education Scholarship Fellowship, and Co-Director of the Department of Emergency Medicine Education Section. She is an associate editor for Academic Emergency Medicine, and Deputy Editor for the Journal of Graduate Medical Education. She is Co-Director for Faculty Development in the OHSU School of Medicine, and is a member of OHSU’s Core Entrustable Professional Activities for Entering Residency pilot team. She is the director of the Scholarship Pillar for the Council of Emergency Medicine Residency Director’s Academy for Scholarship in Education, and Vice Chair of the CORD Medical Education Research Certificate Program. Her academic interests include education research methods, faculty development in education, feedback in medical education, and wellness in academic medicine.

 

3. Our Core Mentors

Mentoring educator-scholars to the next level in their academic careers requires a village. Our virtual community of practice is comprised of some of the who’s-who in leadership, education, and education scholarship. Some notable mentors include:


Mentor Affiliation
Felix Ankel, MD Vice President and Executive Director of Health Professional Education, HealthPartners Institute for Education and Research; Professor of Emergency Medicine, University of Minnesota
@FelixAnkel
Megan Boysen Osborn, MD Residency Program Director and Assistant Professor of Emergency Medicine, University of California Irvine
@DocMBO
Robert Cooney, MD, MSMedEd, RDMS Associate Program Director, Geisinger Medical Center; Clinical Assistant Professor, Temple University; Institute for Healthcare Improvement / Alliance of Independent Academic Medical Centers (IHI/AIAMC) Fellow
@EMEducation
Dimitri Papanaganou, MD, EdD Vice Chair-Education, Assistant Dean for Faculty Development; Associate Professor of Emergency Medicine, Thomas Jefferson University
@DmitriPapa
Jonathan Sherbino, MD, MEd Associate Professor of Emergency Medicine, McMaster University;
Editor in Chief, International Clinician Educators Network (ICEnet) blog
@Sherbino
 Brent Thoma, MD, MA, MSc, FRCPC Residency Program Director, University of Saskatchewan; Co-Founder, MedEdLIFE Research Collaborative; Editor-in-Chief, CanadiEM.org
@Brent_Thoma
Warren Wiechmann, MD, MBA Assistant Professor of Clinical Emergency Medicine, Emergency Medicine; Associate Dean, Clinical Science Education and Educational Technology; Fellowship Director – Multimedia, Design, Education & Technology (MDEdTech) Fellowship, Emergency Medicine; University of California at Irvine
@WarrenWiechmann

 

4. Our Junior Mentors

This year we are excited to expand our community of practice to include an all-star cast of previous Faculty Incubator alumni who will come back as junior mentors! These faculty members have been incredibly successful this year, and will help show new 2017-18 members the path to academic success.

Affiliation
Abra Fant, MD Assistant Residency Director, Department of Emergency Medicine,
Northwestern University; Director of Patient Safety and Quality Improvement, McGraw Medical Center of Northwestern University
@DrAbracadabra
Catherine Grossman, MD  Associate Professor of Internal Medicine, Division of Pulmonary and Critical Care Medicine, Virginia Commonwealth University School of Medicine
Andrew King, MD Assistant Professor of Emergency Medicine, Assistant Residency Program Director, The Ohio State University Wexner Medical Center
@AKingERmd
Sara Krzyzaniak, MD Assistant Residency Program Director, Clinical Assistant Professor, University of Illinois College of Medicine at Peoria
@SMKrzyz
Anne Messman, MD Associate Residency Program Director, Sinai-Grace Hospital, Detroit; Assistant Professor of Emergency Medicine, Wayne State University School of Medicine
@AnneMessman 
Antonia Quinn, DO Assistant Professor of Emergency Medicine, Associate Director of Clinical Skills, SUNY Downstate College of Medicine
Dan Robinson, MD Assistant Professor of Medicine, Division of Emergency Medicine, University of Chicago
@SimDoc
Christopher Sampson, MD Associate Professor of Clinical Emergency Medicine, Associate Residency Program Director, University of Missouri-Columbia
@Sampx

 

5. A revamped curriculum that builds in relaxation time!

This next year, the Faculty Incubator experience will run a total of 11 months, with a mandatory 1 month “wellness” break in December. We will continue to focus on our curricular pillars, but will fold in high impact experiential tasks that will allow you to develop as a scholar:

  1. Reflective practice and the medical educator
  2. Theory to practice: Harnessing the power of education theories and taking them to the bedside
  3. Teaching: From the cyberspace to the bedside
  4. Competency-based medical education: Understanding the opportunities and problems
  5. Secrets of the scholar: Navigating the treacherous waters of educational scholarship

 

6. A chance to work with new people!

We have been BLOWN AWAY by the awesomeness of this year’s inaugural Faculty Incubator class, and quite frankly this only makes us even MORE excited to meet our next class. Last year, we could only optimistically imagine what 30 motivated faculty could do with dedicated mentors, but now we know… We are looking forward to building on this year’s foundational success by helping this next year’s class complete even more ambitious and creative small-group projects. Watch out, world… The Faculty Incubator 2017-2018 class is going to continue to astound and amaze! Who’s in?

 

Deadline for Applications:
Friday, February 3, 2017 at 5 pm EST

Go to the ALiEM Faculty Incubator home page to read additional details and instructions on how to apply.

Author information

Teresa Chan, MD

ALiEM Associate Editor
Emergency Physician, Hamilton
Assistant Professor, McMaster University
Ontario, Canada
+ Teresa Chan

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Introducing In-Line Expert Peer Review: Advancing the State of Academic Blogging

expert peer reviewA peer review process, in one form or another, has long been the de facto standard for academic publishing. In 2013, ALiEM was the first FOAM resource to initiate an attributed peer review process for all submitted content–effectively bringing a traditional standard to a new frontier of medical education.1 Since our expert peer review (EPR) program inception, reviewers have published critical appraisals alongside 114 ALiEM posts to date.

Finding A Peer Review System

The merits and flaws of various modes of peer review are a topic of fierce, contemporary debate in academia. Most journals today utilize a system of blind peer review, where viewers and authors remain anonymous and the entire review process occurs behind the scenes. Reviewer commentary is either never published or it is buried within an addendum within a journal’s database.

At ALiEM, we believe peer review is not just a standard for publication, but an essential pedagogical tool. We believe peer review fundamentally represents a conversation between authors, reviewers, and readers, that is a reservoir for dialectical learning. In order to spark that conversation, ALiEM has embraced a review process that attributes the identities of reviewers and publishes reviewer comments on the same page as each post. But what if this conversation could be taken one step further, to reinforce the critical appraisal skills we hope to engender while keeping readers engaged in the content at hand?

Introducing In-line Review

In-line is ALiEM’s new model for expert peer review. Hovering over this content will display in-line commentary. Reviewers can place any number of attributable comments throughout the body of a post, enabling readers to embed critical thinking within their normal reading habits.

In-line commentary is meant to be brief, yet thoughtful. Each in-line comment is also attributed to a longer-form analysis which resides below, at the end of the post, in a summative review. This summary enables reviewers to expand on the points already contained within in-line comments, and it ensures that reviews retain the academic quality you have come to expect from ALiEM.

From a design perspective, In-line was built to mimic how we already edit and revise our own academic work. Readers and reviewers alike will find this system intuitive, if not familiar, from prior experience with applications like Microsoft Word or Pages. Innovations in design like In-line are only possible with  electronic mediums of publication, and we believe this is a first step down a long road in re-imagining the entire concept of peer review.

A New, New Submissions Process

To streamline our submission and review workflow, we are also launching a revised New Submission system. Using this process, we aim to cut down the time it takes from submission to publication by incorporating tools that most people utilize everyday.  It also allows authors to focus on doing what they enjoy doing most: writing.

Innovation by Iteration

By now, I hope you have a sense of the utility and potential of In-line. We will begin immediately piloting this program, and we are eager to know what you think about this change in our EPR process. Our goal is to continue developing a peer review model that captures the essence of scientific inquiry, emboldens the spirit of academic discourse, and empowers our readers to make the best decisions for their patients. We are excited to continue this journey with you.

For further information, please watch our instructional video which will be distributed to reviewers to explain this new commentary process:

1.
Thoma B, Chan T, Desouza N, Lin M. Implementing peer review at an emergency medicine blog: bridging the gap between educators and clinical experts. CJEM. 2015;17(2):188-191. [PubMed]

Author information

Scott Kobner

ALiEM New Submissions Editor
Medical Student
New York University School of Medicine
2014-15 ALiEM-EMRA Social Media and Digital Scholarship Fellow

The post Introducing In-Line Expert Peer Review: Advancing the State of Academic Blogging appeared first on ALiEM.

IDEA Series: Teaching Residents Quality Improvement Through Action-Based Learning

The Problem

idea series teaching residents quality improvementWhile the ACGME has required EM residency curricula to incorporate quality improvement (QI), programs have faced the challenge of executing this in a meaningful way. How can EM residency programs effectively engage learners in an action-based curriculum for QI?

The Innovation: Action-based learning for initiating QI projects in the ED

A program focused on implementing resident-inspired and resident-driven QI and patient safety initiatives was developed as part of the the EM residency curriculum at Thomas Jefferson University in Philadelphia, PA. The goal was to seamlessly integrate QI into the curriculum while simultaneously motivating residents and faculty to contribute to cultural change and patient safety within the institution.

Learners Targeted

38 EM residents and 6 faculty coaches participated in the curriculum.

Group Size

The educational intervention was designed for the entire residency cohort, with participation from faculty members within the Department’s Education Division.

Materials

Access to Institute for Healthcare Improvement (IHI) modules.

ACGME Milestones

The ACGME Milestones require resident participation in quality-based performance improvement projects.

  • Patient Safety (SBP1): “Participates in performance improvement to optimize patient safety”
  • Systems-based Management (SBP2): “Participates in strategies to improve healthcare delivery and flow. Demonstrates an awareness of and responsiveness to the larger context and system of health care”

Detailed Description of the Activity

The project was introduced at conference during a two-hour slot. Prior to conference, residents were instructed to begin thinking about how they could make their workplace better.

The faculty coaches were instructed to go through several of the IHI models1:

  • Why Engage Trainees in Quality and Safety
  • The Faculty Role: Understanding and Modeling the Fundamentals of Quality and Safety
  • A Roadmap for Facilitating Experiential Learning in Quality Improvement
  • How to Improve with a Model for Improvement
  • Testing and Measuring Changes with PDSA Cycles
  • Leading Quality Improvement

The IHI theme ‘What ticks you off?’ was introduced to the residency during conference as a 1-hour didactic lecture, and it introduced general QI topics to inspire enthusiasm in resident learners.

After this first hour, the residency cohort was divided into 6 groups, composed of a proportionate amount of PGY-1, 2, and 3 residents. Each group was assigned to a faculty member who served as their QI coach. Most of the faculty involved were junior faculty members, within 5 years of graduation from residency. As described above, faculty coaches referenced tools and skills from the IHI modules they were assigned. Resident leaders were also established in each of the 6 groups; these individuals were either PGY-1 or 2 trainees.

The groups were asked to brainstorm quality and safety problems as vehicles for their projects during this first session. Groups were asked to focus on ideas that could be practically implemented throughout the academic year.

Six ideas and potential implementation plans were developed over the next week under the guidance of their respective faculty coaches and presented to the ED clinical operations leadership at their weekly steering committee meeting.

Group QI Project
1 Improving advance care planning documentation from the emergency room
2 Improving time to antibiotics and disposition times of patients who are potentially septic in the ED setting
3 Streamlining the discharge process while improving communications regarding discharge between the nurse and physician and between the patient and physician
4 Tracking time to consult response and time to consult arrival in order to improve disposition times in the emergency room
5 Obtaining point of care labs to improve disposition times and decrease rates of lab hemolysis
6 Participating in regular rounds to improve patient care and time to disposition

Most projects involved a multidisciplinary, inter-professional approach. For example, the group that focused on streamlining the discharge process incorporated a working group that involved nursing staff interested in the topic.

These projects will continue through until the end of the academic year. Resident teams will be expected to submit, and hopefully present, their work and scholarship as poster presentations at local and national conferences.

Lessons Learned

Enthusiasm for implementing these projects was highest after the initial introduction of the program. Six smaller email groups were developed to keep communication going in between in-person meetings. The faculty leader was also tasked with keeping each group moving forward, and an hour of conference was devoted to allowing the small groups to meet. These aspects of the innovation helped maintain engagement.

Another identified obstacle was moving forward with projects while adapting to new changes within the institution and healthcare system. For example, our institution has been in the process of switching to the EPIC electronic medical record, which forced our individual groups to adapt their projects correspondingly. However, adapting to a changing landscape is a reality that any individual working on a QI project will face, regardless of institution. This aspect of the program has taught learners to be dynamic with ideas.

Theory Behind the Innovation/Closing Thoughts

The educational philosophy behind this curriculum-based QI initiative is rooted in action-based learning. Marquardt et al. describes how action-based learning has been implemented as a problem-solving tool at various large companies to develop strategic advantages successfully.2 They describe action-based learning as “a dynamic process that involves a small group of people solving real organizational problems, while focusing on how their learning can benefit individuals, groups, and the larger organization.”2

Action-based learning solves problems and develops leaders. This innovation aims to teach residents how to solve problems frequently faced in the ED while also developing leadership skills. Residents are developing the confidence to speak up and make changes in our department and hospital, and are developing iterative plans to carry out their projects. They are learning how to face challenges and become more dynamic in their approach to improving patient safety and clinical quality.

1.
Provost L, Lloyd R, Murray S. How to Improve with the Model for Improvement. Institute for Healthcare Improvement (IHI) Learning Management System. http://app.ihi.org/lmsspa/#/6cb1c614-884b-43ef-9abd-d90849f183d4/41b3d74d-f418-4193-86a4-ac29c9565ff1.
2.
Marquardt M, Leonard H, Freedman A, Hill C. Action Learning for Developing Leaders and Organizations: Principles, Strategies, and Cases. . American Psychological Association; 2009.

Author information

Simran Buttar, MD

Simran Buttar, MD

Medical Education Fellow
Department of Emergency Medicine
Thomas Jefferson University Hospital
Philadelphia, PA

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ALiEM Annual Report 2016: A year of growth and expansion

annual report 2016Each year we’ve generated this report we’ve been flabbergasted by how much our team continues to grow and develop. This year is no different. January is the time that the ALiEM team tends to take a step back and reflect about where we have been and where we are hoping to go!

2016 has been an incredible year. The breadth and depth of our team’s work has increased, and we have seen the launch of many new innovations and projects. Under the leadership of Dr. Michelle Lin, the ALiEM team has grown to become an international organization with over 80 volunteers all helping to not only write for the blog (such as the new IDEA series), but also to create new projects like our Faculty Incubator (affectionately known as the “Facubator”), the Fellowship Incubator (“Fincubator”), and the Wellness Think Tank.

Year of Continued Growth

This year has also been a big year for expansion of established projects. Our ALiEMU learning management platform continues to grow, and we’ve shifted our ALiEM AIR and ALiEM AIR Pro series there so that we can better facilitate the individualized learning of residents across the country. The Ultrasound for the Win seriesMEdIC series, and CRincubator have both launched new books this past year via ALiEM Press. Our Chief Resident Incubator (or as we like to call it “CRincubator”) is rounding out its second very successful year.

Thanks to the leadership of our project leads who helped to write this annual report. We hope that this report helps to update our audience and volunteers on all that has gone on this past year.

ALiEM 2016 Annual Report

Table of Contents

  1. Letter from our CEO
  2. Letter from our CTO
  3. 2016 in Numbers
  4. ALiEM Awards 2016
  5. ALIEM Logos

The Team

  1. Message from our ALiEM Chief People Officer
  2. Message from our ALiEM Senior Advisor
  3. Team Members
  4. Partnerships

Clinical Content

  1. ALiEMU
  2. ALiEM’s Peer Review Process
    1. Capsules
    2. ALiEM AIR
    3. ALiEM AIR Pro
  3. Ultrasound For the Win (#US4TW)
  4. In-Training Exam Prep Book
  5. ALiEM Cards (formerly PV Cards)
  6. ALiEM Podcasts
  7. 60 Second Soap Box

Life

  1. ALiEM Book Club
  2. Healthy in EM

Academics

  1. Medical Education in Cases Series (MEdiC series)
  2. IDEA Series
  3. EM Match Advice Speakers Club
  4. ALiEM Elective Experience
  5. Scholarly Pursuits

Virtual Communities of Practice

  1. Chief Resident Incubator
  2. Fellowship Incubator
  3. Faculty Incubator
  4. Wellness Think Tank

ALiEM 2016 Annual Report (PDF)

Author information

Teresa Chan, MD

ALiEM Associate Editor
Emergency Physician, Hamilton
Assistant Professor, McMaster University
Ontario, Canada
+ Teresa Chan

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