Like many institutions, we have a mix of EM resident learners rotating through our departments. Expectations and competencies of junior learner differ greatly from that of a senior learner. For Example:
- PGY 1 – Focus on clinical skills e.g. Xray reading and procedures
- PGY2-4 – Focus on more challenging patient encounters e.g. medical and procedural management of the septic patient
- PGY 5 – Focus on managerial roles e.g. taking referrals from family doctors
At our recent Faculty Development Workshop my brilliant colleague – Dr Rob Woods gave an engaging presentation on teaching senior learners in the ED. He subsequently facilitated an impromptu crowd-sourcing of the participants. The result was the derivation of an easy-to-apply rubric for expectations for trainees at different levels in the ED. We hope you find it useful.
Expectations for Trainees at Different Levels working in the ED
BASIC CLINICAL TRAINEE | JUNIOR RESDIENT | SENIOR RESIDENT | |
---|---|---|---|
EXPECTATIONS | Exposure to the breadth of EM patients & complaints, procedural experience | See as many critically ill patients as possible, with support & supervision, on-shift follow-up and disposition of own patients | Carry trauma pager, manage critically ill patients, handle surges in patient volume, review lab reports + call patients, take handover |
PATIENT PRESENTATIONS | Complete history & physical exam, explanation of clenical reasoning, rationale for DDx and diagnostic and treatment plan | Abbreviated H&P, key pertinente negatives essential, management plan to disposition at first encounter | Abbreviated H&P with likely diagnosis and management plan |
CLINICAL REASONING | DDx for COMMON chief complaints | DDx for MOST chief complaints | DDx for ALL chief complaints |
REVIEWING PATIENTS | After every patient, unless very straightforward, confirm H&P at bedside for MOST patients | After a few patients, unless complex/uncertain, confirm H&P at bedside for SELECT cases | At the point of disposition, batched (3-5 at a time), unless complex/uncertain, confirm H&P for SELECT cases |
GOAL NUMBER OF PATIENTS PER SHIFT | 8/shift (1 patient/hour) | 12/shift (1.5 patients/hour) | 16/shift (2 patients/hour) |
LEVEL OF SUPERVISION FOR CRITICALLY ILL PATIENTS & PROCEDURES | Close supervision or assist/observe if little prior exposure | Variable depending on level of comfort/experience of resident | Minimal supervision unless resident uncomfortable |
CONSULTATIONS | Listen in on consultation requests by attending, request consultation with supervisor present | Request consultations after reviewing case with supervisor, supervisor may or may not be present | Manage outside consultations to the ER, call consultatns without prior review with supervisor if comfortable |
SUPERVISING ADDITIONAL TRAINEES (students, PGY1s) | Sporadic teaching of cases or procedures or interpretive skills, depending on comfort level of trainee | Tag team supervision between resident and attending OR resident supervises trainee with reduced patient load | Supervise trainee with a full patient load on some shifts, at the discretion of the resident OR tag team supervision |
TIPS FOR SUPERVISORS | Explore clinical reasoning, give feedback on both effective and ineffective clinical reasoning strategies | Explore clinical reasoning in select cases, share experience around professional issues (sleep, exercise, nutrition, time management, finances) | Push limits of knowledge: change details of cases to ensure depth of knowledge on every topic, teach around transition to practice skills (billing, professional expectations, CME) |
Adapted from Rob Woods, University of Saskatchewan, 2013
This post was copyedited by Dat Nguyen-Dinh (@dat_nd) and reviewed by Rob Carey (@_RobCarey)