January-February 2009

Society for Academic Emergency Medicine

Newsletter 901 N. Washington Ave. • Lansing, MI 48906-5137 • (517) 485-5484 • saem@saem.org • www.saem.org

JANUARY/FEBRUARY 2009 VOLUME XXIV NUMBER 1

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SAEM STAFF Executive Director James R. Tarrant, CAE ext. 212, jtarrant@saem.org

Membership Assistant Dwight Walker ext. 206, dwalker@saem.org

Help Desk Specialist Neal Hardin ext. 204, nhardin@saem.org

Associate Executive Director Barbara A. Mulder ext. 207, bmulder@saem.org

Marketing & Membership Manager Holly Gouin ext. 210, hgouin@saem.org

Receptionist Maureen Bruce ext. 206, mbruce@saem.org

Executive Assistant Sandy Rummel ext. 213, srummel@saem.org

Meetings Coordinator Maryanne Greketis, CMP ext. 209, mgreketis@saem.org

Bookkeeper Janet Bentley ext. 205, jbentley@saem.org

Customer Service Coordinator Jennifer Mastrovito ext. 201, jmastrovito@saem.org

IT / Communications Vene Yates ext. 208, vyates@saem.org

SAEM MEMBERSHIP

2009 SAEM DUES

Membership Count as of October 1, 2008 2650 Active 99 Associate 2958 Resident/Fellow 264 Medical Students 5 International Affiliates 23 Emeritus

$510 Active

$145 Fellow

$475 Associate

$125 Resident Group

$445 Faculty Group

$125 Medical Student

$415 2nd yr. Graduate

$105 Emeritus

$300 1st yr. Graduate

$100 CDEM

$145 Resident

$ 25 Interest Group

8 Honorary 6007 Total

SAEM NEWSLETTER ADVERTISEMENT RATES The SAEM Newsletter is limited to postings for fellowship and academic positions available and offers classified ads, quarter-page, half page and full page options.

The SAEM Newsletter publisher requires that all ads be submitted in camera ready format meeting the dimensions of the requested ad size. See specific dimensions listed below.

• A full page AD costs $1250.00 (7.5” wide x 9.75” high) • A half page AD costs $675 (7.5” wide x 4.75” high) • A quarter page AD costs $350 (3.5” wide x 4.75” high) • A classified AD (100 words or less) is $120 If there are logos, images and/or special fonts, please send the files for each, along with the completed advertisement.

We appreciate your proactive commitment to education, as well as personal and professional advancement, and strive to work with you in any way we can to enhance your goals.

Contact us today to reserve your Ad in an upcoming SAEM newsletter. The due dates for 2009 are: February 1, 2009 for the March/April issue April 1, 2009 for the May/June issue June 1, 2009 for the July/August issue

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August 1, 2009 for the September/October issue October 1, 2009 for the November/December issue December 1, 2009 for the January/February 2010 issue

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David E. Manthey, MD David Manthey is an Associate Professor at Wake Forest University School of Medicine. A member of the core teaching faculty, he is the Director of Undergraduate Medical Education for the Department of Emergency Medicine and the 4th year EM clerkship director. Dr. Manthey graduated from University of Virginia Medical School in 1991 and completed his EM residency at the Joint Military Medical Centers in San Antonio 1995. He served as both clinical faculty and research director at Brooke Army Medical Center, until 1999, when upon completing his military commitment, he settled at Wake Forest University School of Medicine. Dr. Manthey has been active with SAEM undergraduate medical education since 1999, and has chaired the SAEM Undergraduate Medical Educators Interest Group along with multiple subcommittees. He has been active in the ACEP Academic Affairs committee, and is currently chair of the SAEM Education Fund Task Force. He helped develop the first Medical Student Educators’ 4th year EM Clerkship Curriculum, published in 2005, and was an associate editor and author for the medical student EM Primer.

Most recently, along with David Wald, Michelle Lin, Douglas Ander and Jonathan Fisher, Dr. Manthey developed the 1st SAEM Academy, the Academy of Clerkship Directors in Emergency Medicine (CDEM), and is its inaugural chair. He has received multiple awards that highlight his dedication to education, including the local Excellence in Teaching Award at his residency for 6 of the last 8 years, the Merrill A. Cohen Honorary Award in Faculty Development Education, and the ACEP National Teaching Award in 2002. Through the platform that the Academy of CDEM will provide, Dr. Manthey looks forward to continuing to work with SAEM on its ongoing commitment to undergraduate medical education and faculty development.

Highlights 4

Executive Director’s Message

6 Academic Resident Section

9 Academic Announcements

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CDEM Featured Article

SAEM Adopts New Policy

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14 Medical Student Symposium

AEM News

Invitation for

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ACTIVE PARTICIPATION IN ICEM 2010 International Conference on Emergency Medicine (ICEM 2010) 9 - 12 June 2010, Singapore

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Classifieds

Contact information is as follows: Prof. V. Anantharaman E-mail: anantharaman@sgh.com.sg

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President’s Message Katherine Heilpern, MD | Emory University Reflecting on the events of the past year, I wish all SAEM members a prosperous, healthy and Happy New Year. During the past several weeks, I hope you were able to enjoy the holiday season with family and friends.

Katherine Heilpern, MD

collective efforts to make SAEM a vibrant organization which continues to be relevant to the academic emergency medicine community. The SAEM Board is committed to advancing the Society and services to members throughout the New Year.

On behalf of the SAEM Board of Directors, we thank you for your

Executive Director’s Message NEW YEAR, NEW OPPORTUNITIES IN 2009 2008 was a historic year. It was full of shocks, surprises, concerns and angst from the economy to politics. From how high gas prices could go, to how low can they go? The stock market was a roller coaster. The financial industry crisis, the automobile industry crisis, unemployment rising, mortgage foreclosures and healthcare reform.

We knew no matter what the outcome of the Presidential election, a new administration would be taking office this month giving rise to hope that change will help move the country in a more positive direction than faced over the past several months. The new administration’s focus prepares to guide the country toward an improved economy and healthcare system, two of the major concerns of Americans.

How will change in Washington or state capitols impact academic emergency physicians, research and patient care? On the horizon are reduced budgets, hiring freezes, contraction of grant funds, government deficit, and an increase in uninsured, which will affect your efforts at work. A new administration and members of Congress present an opportunity for each of us to express our thoughts to elected leaders, particularly, those new to office and seeking expert opinions before making decisions.

AACEM and SAEM presented a session on Advocacy in Academic Emergency Medicine at the November AAMC annual meeting, the theme of the session was how academic emergency physicians and residents can make a difference. I was invited to discuss my experience building “grassroots advocacy” at a county medical society. What methods were used to encourage physicians to speak up on the issues impacting their practice setting?

Academic emergency physicians need to be heard and need to serve as voices for your patients; to communicate the importance of research and education as a tool to improve patient care. Set an example and nurture the next generation of emergency physicians to become advocates of research and education even if they choose a career outside academic emergency medicine. As faculty, chairs, chiefs, mentors, researchers and educators only you can inform those in positions able to make change understand the need to fix the system. Some suggestions at the AAMC meeting were: • Host a legislative breakfast meeting for your faculty and residents with your local representatives in the state legislature and members of Congress. I suggest state and federal representatives at different times, to avoid state vs. federal finger pointing.

• Create a mini-internship program, inviting legislators to spend a day in your emergency department.

You can get beyond the HIPAA and privacy issues typically raised by institutions. It will open the eyes of the representatives to see what your day is really like, the crowding, patients in hallways and the quality of care provided.

JJames T Tarrant, t CAE SAEM Executive Director

• Legislative mini-internship with faculty and residents electing to spend a day with a legislator in their office.

• Encourage faculty and residents to write/contact representatives on the issues impacting the academic emergency department. (Link to representatives at www. saem.org) • Attend local events for representatives; take an opportunity to introduce yourself to representatives and offer to be available to give input on healthcare issues.

• Write letters to your local paper to raise awareness in your locale.

I personally welcome the opportunity to work with departments to develop any of the ideas listed above or suggest other steps to draw attention to the issues impacting your ability to care for your patients, conduct research and train residents. Remember when speaking with representatives it should always be about improving patient care, not about the plight of physicians.

It didn’t matter whether agents of change or a couple of mavericks take the oath of office in January 2009. Patients will still be at the emergency department seeking care and looking for “everyday miracles.” You can make a difference in how the country moves forward in these troubled times by becoming a strong voice for improvement in health care both in the clinical setting as well as through your research and training efforts. Elected representatives need to hear first hand from physicians what is needed to provide better care, education, research and address emergency department issues.

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Addressing Advocacy as a Role of Academic Emergency Medicine David P. Sklar, MD University of New Mexico School of Medicine As the national election approached, it was fitting that SAEM and AACEM presented a session at the annual meeting of the Association of American Medical Colleges on advocacy led by Robin Hemphill MD, Ted Christopher MD and SAEM Executive Director Jim Tarrant. They and the participants discussed how the important academic emergency medicine issues of crowding and boarding, GME funding, NIH supported research and health care reform required a unique skill set in advocacy just like the other skill sets in education and scholarship that are traditionally taught. Dr. Hemphill, who was a Robert Woods Johnson Fellow in Health Policy, described her year in Washington working in a US Senator’s office and what she learned about how to effectively present issues to political leaders.

Dr. Christopher described how politics at the local level required the engagement of residents, faculty and academic leaders. Mr. Tarrant presented a vision for how SAEM could collaborate with other organizations and promote the policy agenda of academic emergency medicine.

The other participants agreed that with various proposals for covering the uninsured and the prospect of no additional money for health care that there will be significant pressures to reduce reimbursement or limit access to care. In such an environment protection of the safety net will be critical. As discussions continue about funding for the medical home and reimbursement for episodes of care it is not clear where emergency medicine will fit with these new models.

Advocacy for our patients and our staff becomes essential if we are to maintain vital services.

During the annual meeting of the AAMC, academic leaders involved in all aspects of academic medical centers, undergraduate, graduate and continuing medical educators, teaching hospitals, medical libraries, specialty societies, and researchers converged to confront the significant challenges of health care and education. In my discussions with the participants there was a clear consensus that the health care system is broken. It is too expensive and quality is less than that of other developed countries that spend far less than we do per capita. Of course we experience the problems on a daily basis as we struggle to find specialists to provide consultations or continuing care for our hospitalized patients who continue to occupy the beds we need for the newly arriving emergencies.

Will medical homes offer a solution to the patient with chronic illness who visits the ED every week? Will increases in medical school class size help us with the workforce deficits in emergency medicine? Will an aging population overwhelm any improvements we make in efficiency and throughput? These were issues we discussed at the AAMC meeting.

Darrell Kirch, AAMC President asked the assembled participants to consider five important questions.

• How do we achieve freedom from conflicts of interest?

• How do we address disparity of resources among our institutions and the economic inequality among medical specialties?

• How do we find true balance in our missions of education, research and patient care?

• How do we achieve flexibility and responsiveness in preparing a new generation of doctors?

• How do we lead improvements in health care quality?

I believe these questions which focus on our compact with the public, our need to nurture our students and ourselves and our commitment to excellence in the quality of health care we provide can guide us as academic emergency physicians as we consider change in the health care system.

The AMCC is presently undergoing a transition in leadership with many of the long time staff retiring. John Prescott MD, a former emergency medicine chair and dean at West Virginia is one of the new faces at AAMC as the chief academic officer. I am confident that he will be a great source of information concerning opportunities for academic emergency physicians with the AAMC and will also be helpful with advice and encouragement, on improving our relationship with AAMC. Please feel free to contact me or our other SAEM CAS representative, Marcus Martin if you have any questions about the AAMC.

2009 Annual Academic Assembly March 5th - 7th, 2009 The Westin Casuarina Las Vegas Hotel, Casino & Spa

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ACADEMIC RESIDENT SECTION On behalf of the SAEM GME Committee, we are pleased to re-introduce the “Academic Resident” section of the SAEM newsletter. Quarterly articles will focus on topics of interest and importance to emergency medicine residents, with topics recurring on a roughly 3-year cycle. It is our hope that you will find these articles to be useful tools in your academic/professional development. We encourage your feedback and suggestions regarding additional content areas that would be of value to residents and recent residency graduates. Feel free to email comments and suggestions to techsupport@saem.org Jonathan Davis, MD, Georgetown University | Douglas McGee, DO, Albert Einstein | Jacob Ufberg, MD, Temple University

“The ACGME General Competencies and You” Thomas P. Noeller, MD, FAAEM, FACEP Assistant Professor, Department of Emergency Medicine Case Western Reserve University School of Medicine MetroHealth Medical Center Cleveland, Ohio Emergency physicians, whether in training or beyond, are undoubtedly aware of the Accreditation Council for Graduate Medical Education (ACGME) general competencies, part of the ACGME Outcomes Project.1 These six broad categories of educational assessment have been implemented in stages since being endorsed by ACGME in 1999. They have been incorporated into every facet of the assessment structure for individual residents and training programs, as well as elements of continuing education and maintenance of certification programs. Due to their wide-ranging application, all emergency physicians should be aware of the details, background and impact of the six general competencies. What are the six competencies? How did this all start? Why is this important? How is competency assessment performed? What effect does competency assessment have both during and after residency? Answers to these and other questions follow.

What are the six competencies?

As a result of much research over many years, the elements of general competency have been divided into six broad categories. Once you become familiar with the concepts involved, you can see that the competencies are not simply an academic exercise. They are useful constructs to achieve the goals of outcome assessment and the application of objective standards for evaluation and promotion in graduate medical education.

The six general competencies are: patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice.

Patient care (PC) is arguably the broadest of the competencies. It includes the ability to gather important,

accurate information from patients and other sources to guide the medical evaluation. This information should then be used effectively to develop and execute appropriate management plans and to make accurate diagnostic and therapeutic decisions. Procedural competency is included under the patient care competency, as is the ability to use up-to-date, evidence based information to guide decision making. As noted below, there is some overlap with practicebased learning and improvement in this regard. You’ll also note some overlap between PC and interpersonal and communication skills regarding the attributes necessary to effectively counsel and educate patients and families and to work effectively with other health care professionals.

Medical knowledge (MK) is probably the easiest competency to understand. It simply refers to the ability to demonstrate an appropriate knowledge base of facts and concepts, both accepted and evolving, and be able to apply them to patient care. Residents should also demonstrate analytical thinking and the judicious application of appropriate concepts to clinical situations.

Practice-based learning and improvement (PBLI) refers to the ability to continually analyze one’s daily practice using various resources and set goals to improve the delivery of patient care. Feedback received from a variety of sources should be used to evaluate and improve individual practice.

Residents should demonstrate the ability to incorporate evidence from the medical literature to augment practice patterns and medical decisions. It’s also important to demonstrate the ability to critically appraise the medical literature before applying it to practice. The use of all available tools, including electronic resources, to achieve this goal is included in the PBLI competency. Physicians must demonstrate the ability to effectively educate other health care professionals as well as patients and families.

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(“The ACGME General Competencies and You” Continued) Interpersonal and communication skills (ICS) competency focuses on a distinct element of patient care. This is particularly important in emergency medicine where therapeutic relationships with patients must be quickly and effectively established. We interact with virtually every professional in the hospital, including almost every other specialist and generalist. It is essential that we communicate effectively and efficiently using all forms of communication in order to provide optimal patient care. The accurate and timely completion of medical records is included in this competency. We must act as part of a health care delivery team.

Professionalism (PR) focuses on the responsibilities that physicians have to their patients, colleagues, employers, and the ethical principles involved in the practice of medicine.

A commitment to excellence, integrity, compassion, respect, and placing patient interests above self-interests are important elements of professionalism. There is some overlap between PR and PBLI regarding the importance of continuing education and professional development, which are essential elements in developing and maintaining excellence. PR also includes consideration for diversity issues including race, gender, religion, socioeconomic status, and persons with disabilities.

Systems-based practice (SBP) refers to the ability of physicians to effectively use limited health care system resources to deliver patient care, including the ability to work with other professionals and consultants (note some overlap with ICS). Awareness of system assets and limitations is essential. While common issues exist across the nation, each hospital system is different, making it important for residents to be aware of local, regional, and national issues that affect the delivery of optimal patient care. Cost-effective, evidence-based use of tests, technology, new medications and other therapeutic modalities is essential to efficiently use the vast array of tools available to us in daily practice.

Involvement and leadership in quality initiatives and error reduction programs is vital. Physicians should be able to manage the complexities involved in the integration of various health care systems, hospitals, departments, and personnel important to patient care.

What is the background of the six general competencies?

The six competencies are a part of the ACGME Outcomes Project which, as a broad statement, seeks to focus attention on measurable outcomes in graduate medical education rather than the educational process. It aims to apply standard, objective measures to assess competency.

The ACGME general competencies were endorsed at its 1999 meeting and have been provided to program

directors for implementation in phases. The third phase of implementation is currently underway and continues through June, 2011. This phase involves the “use of resident performance data as a basis for improvement”, using “external measure (patient surveys, clinical quality measure) to verify resident and program performance”, requiring “evidence that programs are making data driven improvements”, and “review (of) external program performance indicators and input from GMEC to make sure programs are achieving their educational objectives”.2 Previous stages focused on developing specialty-specific elements, familiarizing programs with the competencies, providing learning opportunities in all competencies, using multiple assessment tools, and providing aggregate resident data for review.

Why is it important to assess the six competencies during residency training?

The focus of competency assessment has traditionally been more on process than outcomes. For instance, to be deemed competent to perform a particular procedure, the resident only need perform and log a certain number of procedures. The old adage of “see one, do one, teach one” has been the model with little objective measure of competency other than volume.

The ACGME Outcomes Project, including assessment in the six general competencies, seeks to apply objective criteria and standardized assessment methods to evaluate competency in all facets of medical practice. Competencybased objectives must be established and residents assessed based on those objectives. Standardized assessment tools measure individual competency and provide methods for promoting continuous improvement of both individual residents and entire programs.

Programs are also held accountable by the ACGME via individual Residency Review Committees (RRC) for designing educational programs and assessing performance based on the six competencies.3 Assessments should be both formative and summative. The overall assessment system put into place within a program must reflect program objectives, which should in turn represent educational priorities within the specialty.

Evaluations should include appropriate assessment tools composed of pre-specified standards for each competency. Assessment tools must be valid, reliable, feasible, externally valid, and provide valuable information.

Validity is optimized by coupling educational objectives to appropriate assessment tools. Reliability is established by using multiple tools to assess each competency, multiple trained observers to provide assessments, and multiple 7

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(“The ACGME General Competencies and You” Continued) observations employed over time. It’s inherently obvious that a single observation by a single faculty member on a single day can provide an unreliable measurement of resident competency, whether or not a resident is judged competent based on that single experience. Feasibility is important to maximize participation and can be optimized by including input from all stakeholders.

Finally, assessment methods should be fair. Residents should be made aware of evaluation methods and criteria for achieving competence. Assessment methods must possess the attributes listed above. All residents must be given comparable opportunity to perform and demonstrate competency.

What tools are being used by programs to assess residents in the six competencies?

The ACGME published a toolbox to aid programs in assessing the six competencies.4 These tools include: 360-degree evaluation, chart stimulated oral examination, checklist evaluation, global rating of live or recorded performance, objective structured clinical examination (OSCE), procedure logs, patient surveys, portfolios, record review, simulation, standardized oral examination, standardized patient (SP) examination, and written examinations.

The 360-degree evaluation is intended to assess residents using all individuals within his or her sphere of influence.

Nurses, peers, other professionals, patients, and families are some of the people that should be called upon to evaluate a resident’s performance. Self-evaluation is also a critical element. In the past, evaluations were generally limited to those completed by attending physicians. Any other feedback from nurses or patients generally reflected an unusually positive or negative interaction. By developing systems to continually solicit feedback from all available sources, including patient surveys, a clear picture of overall performance and professional interactions can be achieved.

This feedback can then be used constructively to emphasize positive aspects of performance and provide targeted areas for improvement.

Chart stimulated recall oral examination and standardized oral examinations provide an opportunity for one or two faculty members to interact with a single resident. In this setting, the faculty can assess the resident’s ability to systematically gather historical and physical exam information, apply the information to generate a differential diagnosis, and develop a reasonable management plan. Standardization allows comparison between residents and an assessment of improvement over the course of a program.

Checklist evaluations are best suited for evaluation of activities that can be broken down to a series of “yes/no”

steps. This is a common way to evaluate, through direct observation, whether important elements of a chest pain history, for instance, are obtained. Procedural competency lends itself particularly well to checklist evaluation. This can be contrasted to a global rating of live or recorded performances, well-suited for summative evaluations, which tends to focus on more complex, integrative behaviors such as medical decision making, patient care skills, and communication skills.

Simulation modalities have become an increasingly powerful way to measure the six competencies. Simulation modalities include high-fidelity mannequins, SP encounters including OSCE’s, procedural task trainers, and computerbased simulations. Although attending physicians work directly with residents in the emergency department, the busy environment can limit the opportunities to directly observe all facets of resident performance that are required to produce accurate, reliable and valid assessments.

Simulation provides an opportunity to concentrate physical and human resources in high-intensity, high-efficiency exercises to train and evaluate residents.

Portfolios are becoming important tools to organize the “evidence of learning and achievement” gathered throughout residency.4 They can include written evaluations, procedure logs, video recordings of real or simulated clinical encounters, publications and quality improvement projects to name a few. The portfolios, when maintained properly, are useful tools for both formative and summative evaluations, representing tangible products that help monitor resident progress. Of special interest to residents who will pursue academic careers, portfolios are critical elements in the promotion and tenure process.

Record review can be a useful modality to assess resource utilization and adherence to clinical guidelines. It can clearly evaluate the accuracy and appropriateness of resident documentation. Standardized data collection forms can be used to abstract items of interest that are targeted to evaluation goals.

Finally, written examinations will continue to be critical elements of medical knowledge assessment. While knowledge assessment is interwoven throughout virtually every other modality, the written test is often the most efficient way of ascertaining whether “you know it or you don’t”. It provides concrete data than can be used to compare resident performance and measure progress throughout the program.

Will the ACGME competencies affect me after residency?

Yes. Every specialty must employ some method for

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(“The ACGME General Competencies and You” Continued)

assessing lifelong learning and continuing medical education. The American Board of Emergency Medicine (ABEM) has implemented the Emergency Medicine Continuous Certification (EMCC) program which includes four elements: professional standing, lifelong learning and self-assessment (LLSA), assessment of cognitive expertise, and assessment of practice performance.5 The EMCC program is intended to include an emphasis on all of the ACGME competencies. For example, PC emphasizes the use of up-to-date, evidence-based information. MK is enhanced by a program of continuous reading of relevant literature and periodic testing. PBLI includes the ability to incorporate evidence from important articles to evolve and improve practice patterns and medical decisions. PR has a firm basis in a commitment to excellence, manifested in a dedication to continuous learning and the maintenance of professional standards for education and board certification.

Articles addressing topics relevant to SBP and ICS are included in LLSA reading lists.6 The six elements of competency assessment are clearly linked to not only the elements of your residency education, but to elements of practice that will be important throughout your career.

References 1. Accreditation Council for Graduate Medical Education Outcome Project. www.acgme.org/outcome/ 2. Joyce B. Introduction to competency-based education – Facilitator’s guide. ACGME, April, 2006. www.acgme.org/ outcome/e-learn/21M1_FacManual.pdf 3. Accreditation Council for Graduate Medical Education Program Requirements for Graduate Medical Education in Emergency Medicine. www.acgme.org/acWebsite/downloads/RRC_ progReq/110emergencymed07012007.pdf 4. ACGME and ABMS. A product of the joint initiative of the ACGME Outcome Project of the Accreditation Council for Graduate Medical Education (ACGME), and the American Board of Medical Specialties (ABMS). Version 1.1, September 2000. www.acgme.org/Outcome/assess/Toolbox.pdf 5. American Board of Emergency Medicine – Emergency Medicine Continuous Certification (EMCC) Overview. www.abem.org/ RAINBOW/portal/alias__Rainbow/lang__en-US/tabID__3422/ DesktopDefault.aspx 6. American Board of Emergency Medicine – LLSA Reading Lists. www.abem.org/RAINBOW/portal/alias__Rainbow/lang__en-US/ tabID__3426/DesktopDefault.aspx

Academic Announcements LOUIS BINDER, MD, has been named the Associate Dean for Student Affairs at The Commonwealth Medical College (TCMC).

THEODORE CHAN, MD, PROFESSOR, JAMES KILLEEN, MD, ASSOCIATE PROFESSOR, and EDWARD CASTILLO, PHD, ASSISTANT ADJUNCT PROFESSOR, at the UC San Diego Department of Emergency Medicine, have received two grants to expand an Internet-based electronic referral system and patient data exchange between hospital Emergency Departments and community clinics.

ETHAN COWAN, MD, MS, received a K23 Mentored PatientOriented Research Career Development Award in the amount of $671,665 from the National Institutes of Allergy and Infectious Disease for a project entitled, “The ethics of opt-out provider-initiated HIV testing in the Emergency Department”.

Dr. Cowan is an Assistant Professor of Emergency Medicine and Epidemiology & Population Health at the Albert Einstein College of Medicine in the Bronx, NY. DOUGLAS KUPAS, MD, will be moving into the Associate Chief Academic Officer role. Dr. Kupas primary responsibility will be medical student affairs - overseeing the core medical student rotations and other issues of the clinical campus students from Temple and PCOM. He will also be overseeing Geisinger’s simulation programs and working to incorporate simulation into every core medical student clinical rotation.

GREGORY LUKE LARKIN, MD, MS, MSPH, ASSOCIATE CHIEF OF EMERGENCY MEDICINE AT YALE UNIVERSITY, has been awarded an American Foundation for Suicide Prevention (AFSP) Distinguished Investigator Award for two years funding for his study: “Suicide Clusters Across the Globe: Geospatial Trends in America, Ireland, and New Zealand”.

This extends a recent grant Dr. Larkin received from the New Zealand Ministry of Health to examine suicide clusters in New Zealand.

GREGORY LUKE LARKIN, MD, has also recently formed, and been named as Chair, of a new Task Force on Emergency Medicine and Suicide of the International Association for Suicide Prevention (IASP) (www.iasp.info). Anyone interested in joining this Task Force or learning more about it is invited to contact Dr Larkin (GLuke.larkin@yale.edu).

JAMES NIEMANN, MD, was recently promoted to the rank of Professor of Medicine In-Residence, Step VI, at the David Geffen School of Medicine at UCLA. Promotion to this rank is an outstanding accomplishment, one that requires sustained productivity in research (which is deemed by the Medical School to be significant in nature), as well as sustained excellence in teaching, over the span of one’s career.

THOMAS PAYTON, MD, MBA, will take over as the program director for the Geisinger Health System EM residency program on November 1, 2008.

LATHA G. STEAD, MD, has been named Chair of the Department of Emergency Medicine at the University of Rochester in New York.

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CDEM Featured Article Clerkship Directors in Emergency Medicine (CDEM) is the national educational organization that carries the voice of medical student educators who are committed to enhancing medical student education in emergency medicine. Although the name suggests that the group is exclusive to Clerkship Directors, this is far from the truth. The name was chosen to allow continuity with the titles of medical student organizations among other specialties. CDEM was initially formed in 2007 by Drs. Dave Manthey, David Wald, Michelle Lin, Douglas Ander, Jonathan Fisher, and Charles Maddow, a group of likeminded educators.

The development “I joined recently and of CDEM also led to the conceptual am constantly amazed by development of the degree of enthusiasm Academies with and personal investment SAEM. A SAEM of academic time towards Academy provides building CDEM” a venue for SAEM members with a special interest or expertise to join together to provide a forum for members to network, collaborate on educational initiatives, develop policy, perform research, and provide faculty development pertaining to their area of special interest or expertise, as well as provide a forum for members to speak as a unified voice within their scope of special interest or expertise. CDEM became the first SAEM Academy with its inaugural Academy meeting at the 2008 SAEM National Meeting.

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To date, CDEM’s largest accomplishment was to become the first and only non-founding member group to be inducted as a full voting member in the prestigious Alliance for Clinical Education (ACE). ACE is a highprofile, multidisciplinary group formed to enhance clinical education of medical students comprised of national medical student education organizations in the specialties of Internal Medicine, Pediatrics, Family Medicine, Neurology, Surgery, Gynecology and Obstetrics, and Psychiatry. This achievement puts Emergency Medicine at the educational table with the traditional core specialties and provides a national voice for the interests of emergency medicine educators in the undergraduate arena.

Despite it only being in its first year of existence, CDEM has developed the following educational products:

CDEM EM Primer: A professionally edited, 24-chapter manual specifically aimed towards medical students rotating in the Emergency Department by introducing our specialty and unique approach to undifferentiated patients. It is currently available on the website.

CDEM Statement of Purpose: This article, introducing CDEM and its purpose, was published in Academic Emergency Medicine in September 2008. This paper details the need for unity and voice of the medical student educators in EM.

Standardized PowerPoint Lectures: A set of 8 peer-reviewed PowerPoint lectures are available on the website to EM Clerkship Directors to help supplement clerkship didactics.

CDEM list serve and website: Visit our website for multiple educational products and papers to aid in medical student education. Query the list serve to learn how your fellow educators are tackling the same issues.

Liaisons: CDEM has developed liaisons with SAEM (through BOD member Cherri Hobgood), ACEP (Jonathan Fisher on the Academic Affairs Committee), CORD, and EMRA (Michelle Lin). Discussions with AACEM have started and a presentation to their national group will occur in April.

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“Finally, a much needed voice for medical student educators”

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CDEM Featured Article What’s in our near future?

A major project undertaken by the CDEM members is the development of a curriculum that includes educational projects to implement the Standardized Clerkship Curriculum. Various subcommittees have launched an effort to complete the following: 1) Core Content Learning Objectives: A list of learning outcomes that every student should know when they complete a 4th year EM clerkship. Various performance indicators will be suggested.

2) On-line self study interactive educational modules: These modules will cover the main “Approach to” topic headings in the curriculum using a self study interactive approach.

A newly formed research group is underway under the guidance of Jonathan Fisher. CDEM anticipates developing a research network, resources, mentorship, and avenues for publication in medical education research.

Discussions are in progress about restarting a medical student mentorship program similar to what was formerly known as AEM Virtual Advisors. The e-Advisor program, headed by Michelle Lin, would primarily be targeting medical students without affiliated EM residency programs, in addition to under-represented minority students.

CDEM is working with SAEM to develop a group of directories that will help the membership develop networks and collaborate on projects. This project will include directories for medical student educators, for clerkship directors, and for available extramural rotations.

3) Digital Instruction in Emergency Medicine (DIEM) Cases: Platform based interactive cases “I always learn a lot for that delve into the intricacies myself and for my EM The CDEM education committee of diagnosing and managing specific disease processes. has been hard at work providing clerkship in every CDEM These will complement the high quality content at the annual meeting I’ve been to.” educational modules above by meetings of SAEM, ACEP Scientific addressing the most emergent Assembly and the CORD Academic diseases under the larger Assembly. CDEM has been asked to complaint headings. An example would be take the lead on beginning the process of planning a 2 covering “ACS” under the broader topic heading day Education track at the 2010 SAEM annual meeting. of “Approach to Chest Pain” which would be CDEM will be soliciting input from many groups as we covered by the self study module. plan this new exciting track at the annual meeting.

4) Simulation Cases: Discussions are underway with colleagues in simulation education to CDEM is so successful only because of active and develop medical student level simulation cases committed members. We are looking for like-minded that correspond to the core curriculum, and enthusiastic educators to join our cause in developing, complementary to the above avenues. promoting, and unifying medical student educators in 5) A national standardized test is being discussed.

EM. If you are already a member and want to become Questions are available to clerkship directors more involved with CDEM activities or projects, please on www.saemtests.org, a test question site contact our Chair at DManthey@wfubmc.edu. Let other developed by Mike Beeson and Stephen educators in your department / region know about the Thomas makes this a feasible option. NBME benefits of joining CDEM. If you are not already a member, has approached EM on several occasions join us by checking the CDEM box on your dues form, to develop a shelf exam and this is being at our website www.saem.org/cdem, or e-mail cdem@ examined. saem.org.

[

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Come join us at the CDEM Educational Track at the CORD Academic Assembly in Las Vegas (March 5-7, 2009)!

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SAEM Leadership Academy May 13, 2009 as preconference to SAEM Annual Meeting 8:00 a.m. to 5:00 p.m. with networking reception to immediately follow How do we make our working lives easier, more productive and ensure our careers are headed in the right direction? We are challenged in this rapidly changing environment to work towards transformational change and prepare ourselves for a different constantly evolving work environment.

Effective leadership begins with an innate ability and talent but it must also be cultivated. Academic Emergency Medicine has many excellent leaders who developed their leadership traits and managerial skills through a combination of on-the-job training, self-initiated mentorship relationships, self-education through reading and conference attendance and, occasionally, graduate level course work. This inaugural session of the Leadership Academy focuses on two key entities: career choices/advancement, and managing people.

This workshop will equip you to engage others, adapt to changing situations, recognize the value of others and lead from an unfamiliar and uncomfortable place. We must recognize and develop the untapped potential in our organizations and ourselves. Bill Adams of Maxcomm Inc. challenges with this statement “Doing something differently is a natural response to the changing world around us.

Becoming something different changes the world by transforming that which is within us.” This conference is a step in that direction.

AUDIENCE: Open to all, Focus: Mid to senior career EP’s preparing for the next step in their career DATE: May 13, 2009 Pre conference to New Orleans Annual SAEM meeting

FORMAT: One day of lectures, small group discussion/role playing, panel discussion COST: $ 150 includes lunch – Limited to 80 participants TOPICS AND SPEAKERS: Leadership: What is it? Why do we need it?

by Glenn Hamilton Key Note Address: Applying the Principles of Leadership ...

Getting Traction ... Getting Action

by David J. Bachrach Career Paths for the Mid-Career Emergency Physician – What are the Possibilities?

Bernie Lopez, Kate Heilpern, Brian O’Neil Sustaining a Vision Through Good Times and Bad: How to Make Yours Weatherproof Marc Borenstein Developing and Managing the Workforce of the Future Tracy Sanson, Bill Barsan Conflict Resolution Rob Strauss, Alan Forstater Lessons Identified through trial and error: Panel Discussion Question & Answer Bill Barsan, Bob Hockberger, Kate Heilpern, Brent King, Marcus Martin, Tracy Sanson (Moderator)

NETWORKING RECEPTION

SAEM Adopts New Policy on Conflict of Interest for Grant Peer Review Alan E. Jones, MD | Chair, SAEM Grants Committee | Carolinas Medical Center Over the last 10 years there has been a major shift in attitude regarding conflict of interest in consulting, research, and peerreview. In order to maintain transparency in the process of grant peer-review, the SAEM Grants Committee (GC), together with the SAEM Board of Directors (BOD) and SAEM Research Foundation Board of Trustees (BOT), have adopted a new policy on conflict of interest pertaining to the review of grants submitted to SAEM for competitive research funding. Under the new policy, the SAEM GC Chair will be ineligible to be the principal investigator, mentor, co-investigator or collaborator on any grant submitted to SAEM. Additionally, members of the SAEM BOD and Research Foundation BOT will be ineligible to be the principal investigator on any submitted grant.

they are principal investigator, primary mentor or coinvestigator on an application.

Members of the SAEM GC, who provide the peer-review of all grants submitted to SAEM, will be held to the following review guidelines:

The SAEM GC, SAEM BOD and Research Foundation BOT are dedicated to the peer review of submitted grants in a fair, unbiased manner that is free from conflict of interest. It is our hope that this new policy will inject integrity into this process that our members have entrusted us with, that of granting money to those researchers who are most deserving.

Members of the GC must not be present in the room during review of any grant category within which

Members of the GC cannot review or vote on an application submitted by investigators from within their institution and they will leave the review session during these reviews.

Members of the GC must declare verbally any potential conflict of interest with any application other than those outlined above. The member must also verbalize if they do or do not believe that cannot objectively evaluate the application. If objectivity is in question, the member will not vote on that application.

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DESCRIPTIONS: Leadership Academy Sessions Career Paths for the Mid-Career Emergency Physician – What are the Possibilities?

The early path for the academic emergency physician typically involves the development of clinical expertise along with the pursuit of an academic niche. By mid-career, the academic EP has hopefully attained success in both areas.

Academically, they may have taken on a leadership role in one area (residency program director, medical student director, research). What are the career paths that can next be followed?

This session will present a variety of career paths available to the academic emergency physician. A panel of emergency physicians who have pursued careers in areas such as the dean’s office, ED administration, and medical education will present their careers and discuss issues related to their chosen area.

• Gain an exposure to potential career paths • Understand the effects of a specific career choice on one’s personal and professional life • Understand some of the requirements for these positions as well as the necessary steps in pursuing these choices • List some of the paths taken by emergency physicians • Identify the effects of a particular choice on one’s academic advancement • Discuss methods to explore career choice Format: Panel discussion with audience participation Sustaining a Vision Through Good Times and Bad: How to Make Yours Weatherproof This general introductory presentation followed by a small group session will give participants hands-on work and coaching in creating and articulating a vision. At the end of this session the participant will be able to

• Discuss generalizations about leading, coaching, and motivating the various generations in our departments • Discuss family obligations: elder care, pregnancy, and child rearing and their impact on the workplace, workforce, and career advancement • Review options for career and personal life balance enhancing EP wellness and career advancement/ longevity Format: Panel presentation Conflict Resolution: The issue of conflict resolution is central to developing effective interpersonal and communication skills. It is a common and regular part of our professional and personal lives. This interactive workshop will illustrate and teach effective conflict management skills techniques. Participants will complete a self-assessment tool to detail their usual response to conflict. Participants will become more aware of their own communication style and various approaches of responding to conflict. Cases will be presented and workshop participants will take turns role-playing the scenarios, observing and critiquing each other. Discussions will be directed towards teaching effective conflict management through demonstration and actual experience.

Goals: • Understand the principles of conflict • Understand methods of conflict management • Develop a basic background on the topic and stimulate further interest in the topic • List the various approaches to dealing with conflict and their outcomes • List effective conflict management techniques • Discuss disruptive behaviors, fact-finding, confrontation, rehabilitation, reentry, and resolution Format: Lecture, small group discussions, role-playing

• Distinguish leadership from management and understand the value of both

Lessons Identified through trial and error: Panel Discussion, Question & Answer

• Identify the components of an effective vision

Discussions with those who have made the career advancement move, their thoughts on sentinel events and lessons identified along the way.

• Understand how to use changing circumstances to forward vision • Appreciate what is required to sustain an effective vision over time independent from circumstances Format: Lecture and small group discussion Developing and Managing the Workforce of the Future Today’s leaders are tasked to motivate, develop, acknowledge and reward, but how do we best accomplish this with our varied workforce? How do we recruit, develop, and retain the best? We must acknowledge that each faculty member brings special talents and needs.

This panel will:

Bill Barsan Bob Hockberger Kate Heilpern Brent King Marcus Martin Tracy Sanson MD, FACEP Moderator Schedule and speakers subject to change.

See SAEM.org meeting web page for latest revision.

• Discuss the changing demographics of emergency physicians

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Medical Student Symposium - 2009 May 16 SAEM Annual Meeting in New Orleans The Medical Student Symposium is intended to help medical students understand the residency and career options that exist in Emergency Medicine, evaluate residency opportunities, and select the right residency. At the completion of the session, participants will: 1) know the characteristics of good emergency physicians and the “right” reasons to seek a career in this specialty, 2) have a better understanding of the application process, 3) Consider factors important in determining the appropriate residency, including geographic locations, patient demographics, length of training, etc. 4) understand the composition of an emergency medicine rotation and what to expect while they are rotating in the ED, 5) discuss the skills needed to get the most out of your educational experience in the ED rotation, 6) identify the standard sources of information in the field of emergency medicine 7) have an appreciation of various career paths available in Emergency Medicine, including academics, private practice, and fellowship training , and 8) discover current areas of research in Emergency Medicine.

8:00-8:10 am Introduction Terry Kowalenko, MD University of Michigan 8:10-8:50 am Is Emergency Medicine the Right Specialty for Me? Joshua Wallenstein, MD Emory University The speaker will discuss the attributes and personality traits of a successful Emergency Physician.

What should students expect in residency and beyond? What are the positive and negatives of the specialty?

Students will have a better idea if Emergency Medicine is the right specialty for them.

8:50-9:30 am Getting the Most Out of Your Clerkship Gus Garmel, MD Stanford University/Kaiser Permanente This session will provide students with valuable tips for getting the most from your Emergency Department Clerkship.

Specific topics to be discussed will include: 1) appropriate educational goals for an emergency medicine rotation; 2) how to best prepare for your rotation in order to make the most of your ED experience; 3) recommended textbooks and references; and 4) important considerations when and where to do your emergency medicine rotate.

9:30-10:00 am How to Select the Right Residency for You Annie Sadosty, MD Mayo Clinic An overview of EM residency programs will be discussed. Important factors to consider in the selection process including length of training (3 vs. 4 years), geographic location, patient demographics, urban vs. suburban, allopathic vs. osteopathic and academic vs. clinical will be reviewed. How does a candidate gauge the reputation of a program?

10:00-10:15 am Break 10:15- 10:45 am The Medical Student Performance Evaluation (MSPE) “The Dean Letter” David Seaberg, MD University of Tennessee The speaker, an Emergency Medicine physician and Dean, will review the components of the MSPE. Medical school deans adapt the MSPE template to prepare your Dean’s letter. What is MSPE? What is the role of the MSPE in the residency process? How can you take a proactive role in your MSPE?

10:45-11:15 am Navigating the Residency Application Process Micelle Haydel, MD Louisiana State University This presentation will provide students with tips on how to prepare their ERAS application. How many letters of recommendation and from whom? What volunteer and work experience should appear on the application? Tips for the Personal Statement and more. The candidate will have a much better idea of what a well written application should look like.

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11:15-11:45 am The Interview Jamie Collings, MD Northwestern University The speaker will explain the importance of the interview. How should a student prepare; what should he/she wear; what are appropriate questions to ask programs, etc? What are some questions the candidate should be prepared to answer?

What should the candidate do after the interview? How do you follow up with your top programs?

Students should have a better idea of how to prepare and what to expect at an interview.

11:45 am-1:15 pm Lunch with Program Directors 1:15-1:45 pm Career Paths and Prospects in Emergency Medicine H. Gene Hern Jr, MD Highland Hospital This session will expose students to a variety of career paths including private practice, academics, and dual training (EM-IM/EM-PEDS/FP) as well as fellowship training. The speaker will touch upon elective/career opportunities such as research, EMS, Wilderness Medicine, Rural EM, International Medicine, among others.

1:45-2:15 pm Assessing Your Competitiveness as an Emergency Medicine Applicant and the Competitiveness of Programs Chris Ghaemmaghami, MD University of Virginia This session will help applicants better understand what PD’s are looking for so that they can assess their own competitiveness when applying for EM residency programs. How important are USMLE scores? Do I need to be AOA or have “Honors” on my EM rotations? These and other potential predictors of success as a resident will be discussed. The speaker will also give some insight into how applicants can find out how competitive they are for individual programs. What should you be asking?

2:15-2:30 pm Break 2:30-3:30 pm Small Group Break-Out Sessions • Balancing Act - Charlene Babcock Irvin, MD St. Johns Hospital This session will discuss how to optimize your career and personal life.

• Financial Planning - Dave Overton, MD Michigan State University - Kalamazoo This session will review practical tips on financial issues for students and residents. The speaker will address issues such as insurance coverage, loans, college expense planning, goal-setting and retirement.

• Optimizing your 4th Year - Douglas Ander, MD Emory University This session will provide students with recommendations for making the most of their senior year including information about EM and other electives, research experience, and when to take their Board exams.

• Medical Schools without Residencies - Patricia Lanter, MD Dartmouth University This Q&A session will help guide medical students from medical schools without EM residencies through the complicated maze that leads to a residency and career in EM. It will specifically address how this process differs from those students with an EM residency at their medical school.

• Osteopathic Students and Programs - Greg Garra, DO Stony Brook University This session will be geared toward the Osteopathic medical student. The speaker will discuss the differences between Osteopathic and allopathic programs. There will be plenty of time for questions.

3:30-4:00 pm Resident Panel This will be a Q & A session for students to ask residents from different programs and levels questions regarding residency and the application process.

4:00-4:15 pm Closing Comments Terry Kowalenko, MD University of Michigan 4:30-6:30 pm Residency Fair

Rev 22 Dec 2008.

Schedule subject to changes.

See latest revision online at www.saem.org.

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Society for Academic Emergency Medicine Research Foundation

Dr Craig Newgard originally from Redwood City, California received Dr. the SAEM Research Training Grant in 2000 while at Harbor-UCLA. His th interests include trauma, injury prevention, EMS, and statistical in m methods. The grant allowed him to pursue vital training in research m methods, quantitative analysis, critical thinking, grant writing and m many others to enhance his skills as a clinicians-investigator. He is a m member of the Departments of Emergency Medicine and Public He Health & Preventive Medicine at Oregon Health and Science Universit sity. Dr. Newgard is also involved with the NIH sponsored Resuscitatio tion Outcomes Consortium and has participated at the local, na national and international levels in conducting interventional trials in the pre-hospital setting for patients with cardiac arrest and (separately) life-threatening injury. Dr. Newgard has recently been selected as a Robert Wood Johnson Foundation Physician Faculty Scholar, a three year grant program.

1000

100 0

Have You Contributed?

According to Dr. Newgard, “the grant support was one of the most meaningful and important parts of my training�. It was also critical in pursuit of extramural funding, collaborative science, and job fulfillment. In fact, one of his projects received national attention, including an interview on The Today Show. Dr. Newgard has received ex extensive extramural funding including grants from NIH, American H Heart Association, Centers for Disease Control (CDC), AHRQ, and the O Oregon Department of Transportation, and has generated numero ous peer-review publications.

D Dr. Newgard is a faculty member at the Oregon Health and Science University in the Department of Emergency Medicine.

2000 Grant Recipient ~ Craig Newgard, MD

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Chief Residents Forum Schedule - 2009 May 15, Friday SAEM Annual Meeting in New Orleans 7:30-8:00 am

Continental Breakfast

8:00-8:10 am

Welcome Jeff Druck, MD, University of Colorado

8:10-9:00 am

Leadership Management Role Carey Chisholm, MD, Indiana University This session will discuss how leadership traits and management skills can be learned, developed, and used to maximize your effectiveness as chief

resident.

9:00-10:00 am

10:00-10:15 am 10:15-11 am

11:00-12:00 pm 12:00-1:15 pm

Communication as a key to leadership success Jim Adams, MD, Northwestern University Communication is a key element of success in any leadership role.

Participants will be provided with concrete examples of a “communication skill set” that will enable them to improve in their role as intermediary between faculty and residents.

Break Work Life Balance Sheryl Heron, MD, Emory University The participant will be able to discuss how other elements of life affect work function and ways to weigh competing interests.

How to enter Academic Emergency Medicine Gail D’Onofrio, MD, Yale University Lunch with Program Directors

1:15-2:45 pm

Solving Problems as Chief - an interactive workshop Diane Birnbaumer, MD, UCLA Harborview Susan Promes, MD, UCSF Mary Jo Wagner, MD, Synergy Medical Education Alliance

2:45-3:00 pm

Break

3:00-4:00 pm

Problem resolution from former chief residents Panel Discussion of former Chief residents

4:00-5:00 pm

Networking time

Rev 9 Dec 2008.

Schedule subject to changes.

See latest revision online at www.saem.org.

AEM News Rolling Open Access - New Policy

New Online AEM Journal System

Effective as of 12 months after publication, the contents of Academic Emergency Medicine, official journal of SAEM, will be freely available on the journal’s website with Wiley InterScience at the following www3.interscience.wiley. com. Select Medical, Veterinary and Health Sciences and then Medicine (general). You will find AEM listed under the letter “A”.

Academic Emergency Medicine (AEM) Readers and Subscribers: Please note that as of July 1, 2008, the URL used to access your subscription to the journal on Blackwell-Synergy (www.blackwell-synergy.com/ loi/acem) will no longer be valid. The following URL is what should be used: www.interscience.wiley.com.

This is part of the “rolling open access” program, a service made available by Wiley-Blackwell, to increase usage and readership of the journal’s content. We hope you will partake of this regularly and recommend it to your colleagues, allied health care professionals etc.

All users will be automatically migrated over to the new URL. There will be a redirect to it, as well. Should you have any problems, please contact Sandra K. Arjona, Journal Manager, at sandrak.arjona@gmail.com.

Our continuing thanks to you for your support of the journal. We look forward to many new and exciting developments with the publisher’s new online platform, to be officially up and running beginning July 2009.

Again, please use the URL listed above until then.

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New Service Available

Academic Ethics Consultation Service SAEM Ethics Committee

The SAEM Ethics Committee is pleased to announce the opening of the online SAEM Academic Ethics Consultation Service (AECS). The goal of the Ethics Committee Consultation Service is to create a place for members to bring ethical dilemmas and receive guidance on how an issue may be approached from an ethics perspective. Areas of Ethics to be covered will encompass areas such as: research, education, and clinical dilemmas. While the AECS has been in existence for years, we have not had an electronic process. We hope that the online AECS will make the service more accessible to members with a form to guide the consultation process.

The SAEM Ethics Committee is a group of individuals from diverse backgrounds and academic institutions interested in facilitating education, research and clinical ethics in the emergency setting. Member contact reply is developed through a consensus style approach and will be by email. The AECS response will identify moral issues and rationale, rather than suggesting a specific course of action. In some instances a recommendation, may be made to develop SAEM Policy or Position Statements. The Ethics online consultation service is for educational purposes only and is not meant to adjudicate any particular dilemma.

Any contact information you provide will only be seen by the Chair of the committee and stripped of all identifiers when distributed to the consultation subcommittee. We invite all members of the Society to browse online and use the service.

To access the online service, please see the SAEM Home web page S p g or Ethics Committee web page and click on the link/icon shown below.

WHAT IF... . . . the next breakthrough in sepis didn’t come from a mouse but from a computation? . . . the fastest way to identify critically ill patients wasn’t a cytokine but a data mine? . . . the best treatment for bacteremia wasn’t an antibiotic but a microvascular molecular trap?

The Department of Emergency Medicine at the University of Michigan is excited to offer a 2-year, SAEM-funded fellowship in computational and engineering aspects of sepsis and critical illness.

With collaborators in Chemical and Biomedical Engineering, Applied Mathematics, and the Biotech Industry, we are building the next generation of tools for the studying and curing the most daunting emergent illnesses of our lifetime.

If you’re thinking about a career in academics, have a passion for the sickest patients in your department, and are ready for uncharted waters, contact us.

John G. Younger, MD Department of Emergency Medicine University of Michigan jyounger@umich.edu (734) 647-7564 www.sitemaker.umich.edu/younger

SAEM 2008-09 MEMBERSHIP SURVEY

Help us understand how we can better serve you by completing our short, focused survey!

Complete the survey by January 10, 2009 to be entered into the raffle for a FREE REGISTRATION to the 2009 ANNUAL MEETING IN NEW ORLEANS. If you are a current member and have not received an e-mail regarding the survey, this may indicate that we need to be given your current e-mail address so we can add you to our membership e-mail service.

Send email from your current account to membership@saem.org and TechSupport@saem.org indicating your full name so we can update our records.

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SAEM Grants Available EMF/SAEM Medical Student Research Grant Application Deadline: January 5, 2009 This grant program is sponsored by the Emergency Medicine Foundation (EMF) and the Society for Academic Emergency Medicine (SAEM). A maximum of $2,400 over three months is available to a medical student to encourage research in emergency medicine.

This grant is administered by the Emergency Medicine Foundation (EMF). Please go to their web site, www.acep.org and select the ‘EMF’ quick link.

AHA/ASA/EMF/SAEM Emergency Medicine Research Fellow-to-Faculty Transition Award Application Deadline: January 22, 2009 Special funding is available from the Society for Academic Emergency Medicine, the Emergency Medicine Foundation, and the American Heart Association to support a career development award for an individual interested in embarking on an academic career into emergency medicine research. This award is restricted to cardiovascular and stroke-related emergency medicine research and offers up to $132,000 per year and up to 5 years of funding.

Michael P. Spadafora Medical Toxicology Scholarship Application Deadline: May 1, 2009 Dr. Michael P. Spadafora was an academic emergency physician and medical toxicologist who was a member of SAEM and the American College of Medical Toxicology (ACMT) and was dedicated to resident education. After his death in October 1999, memorial donations were directed to SAEM for the establishment of a scholarship fund to encourage Emergency Medicine residents to pursue Medical Toxicology fellowship training.

One recipient will be chosen each year to attend the North American Congress of Clinical Toxicology (NACCT) conference, which is held in different locations every fall. The award of $1500 will provide funds for travel, meeting registration, meals, and lodging. Any PGY-1 or 2 (or PGY-3 in a 4 year program) in an RRC-EM or AOA approved residency program is eligible for the award.

For more information on any of these grants visit, www.saem.org and follow the grants link.

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Nominations for SAEM Awards SAEM Leadership Award Deadline: February 1, 2009

SAEM seeks nominations for the Leadership Award. This award honors a SAEM member who has made exceptional contributions to emergency medicine through leadership - locally, regionally, nationally or internationally. The Awards Committee wishes to consider as many exceptional candidates as possible. The SAEM Leadership Award is presented during the SAEM Annual Meeting. Candidates are evaluated on their leadership contributions.

Hal Jayne Academic Excellence Award Deadline: February 1, 2009 SAEM seeks nominations for the Hal Jayne Excellence in Education Award. The Hal Jayne Excellence in Education Award is intended to honor a leading educator in the field of emergency medicine. The award is presented during the SAEM Annual Meeting. Candidates can be nominated by any SAEM member and are evaluated by the Awards Committee on their accomplishments. This award has been revised with new criteria.

NEW!! Excellence in Research Award Deadline: February 1, 2009 SAEM seeks nominations for the Excellence in Research Award. This prestigious award is presented to a member of SAEM who has made outstanding contributions to emergency medicine through the creation and sharing of new knowledge. The Awards Committee wishes to consider as many exceptional candidates as possible. The Excellence in Research Award is presented during the SAEM Annual Meeting. Candidates can be nominated by any SAEM member and are evaluated by the Awards Committee on their accomplishments in knowledge creation.

Medical Student Excellence in Emergency Medicine Award Deadline: 4 weeks prior to certificate date SAEM is pleased to sponsor the Excellence in Emergency Medicine award. This award is made available for each medical school to select a senior medical student who has demonstrated excellence in the specialty of emergency medicine. Each medical school is limited to one recipient each year.

For more information on any of these awards visit, www.saem.org and follow the awards link at the top of the page.

Call for Judges

2009 National Emergency Medicine CPC Competition Deadline: January 16, 2009 The Clinical Pathological Case (CPC) Task Force of the Council of Emergency Medicine Residency Directors (CORD) is charged with the organization and judging of the 2009 National Emergency Medicine CPC Competition.

They are now requesting as many as 30 individuals be appointed to the CPC Task Force to serve during the entire one-year competition cycle. Judges will be responsible for the evaluation of cases submitted by Emergency Medicine Residencies for the Preliminary Competition. If you or a member of your faculty would like to serve as a CPC Task Force Member and judge the 2009 National Emergency Medicine CPC Competition, please contact the CORD Office by e-mail at jennifer@cordem.org by January 16, 2009. Please indicate if you have served as a CPC judge before. For more information, visit the site at www.cordem.org.

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Call for Photographs Deadline: January 26, 2009 Original photographs of patients, pathology specimens, gram stains, EKGs and radiographic studies or other visual data are invited for presentation at the 2009 SAEM Annual Meeting. Submissions should depict findings that are pathognomonic for a particular diagnosis relevant to the practice of emergency medicine or findings of unusual interest that have educational value. Accepted submissions will be mounted by SAEM and presented in the “Clinical Pearls” session or the “Visual Diagnosis” medical student/ resident contest.

Call for AEM Consensus Conference Papers

Public Health in the Emergency Department: Surveillance, Screening, and Intervention Deadline: March 2, 2009 The 2009 Academic Emergency Medicine (AEM) Consensus Conference on Public Health in the Emergency Department: Surveillance, Screening, and Intervention will be held on May 13, 2009, immediately preceding the Society for Academic Emergency Medicine (SAEM) Annual Meeting in New Orleans, LA. Original papers, if accepted, will be published together with the conference proceedings in the November 2009 issue of Academic Emergency Medicine.

Call for Nominations

SAEM Elected Positions Deadline: January 12, 2009 Nominations are sought for the SAEM elections that will be held in the spring of 2009. The Nominating Committee will select a slate of nominees based on the following criteria: previous service to SAEM, leadership potential, interpersonal skills, and the ability to advance the broad interests of the membership and academic emergency medicine. Interested members are encouraged to review the appropriate SAEM orientation guidelines (Board, Committee/Task Force or President-Elect) to consider the responsibilities and expectations of an SAEM elected position. For additional information go to www.saem.org.

Call for Committee and Task Force Positions Deadline: January 23, 2009 Now is the time to express your interest in being on a Committee or Task Force for May 2009- May 2010 under the presidency of Jill Baren, MD. Express your interest by submitting the online form. Current Members of Committee’s and Task Forces must also complete the form if they would like to be considered for next year.

Call for Academic Emergency Medicine (AEM) Reviewers Deadline: March 17, 2009 Members of the Society for Academic Emergency Medicine (SAEM) are invited to submit nominations to serve as peer-reviewers for Academic Emergency Medicine (AEM). As an indicator of familiarity with the peer-review process, the medical literature, and the research process in general, peer-reviewers are expected to have published at least two peer-reviewed papers in the medical literature as first or second author. Some of these papers should be original research work. Other scholarly work or experience will be considered as evidence of expertise (i.e., informatics experience demonstrated by network/database/desktop development).

Call for 2010 Academic Emergency Medicine (AEM) Consensus Conference Proposals Deadline: April 15, 2009 The editors of Academic Emergency Medicine (AEM) are now accepting proposals for the AEM Consensus Conference to be held on June 2, 2010, the day before the Society for Academic Emergency Medicine (SAEM) Annual Meeting in Phoenix. Proposals must advance a topic relevant to emergency medicine that is conducive to the development of a research agenda and be spearheaded by thought leaders from within the specialty.

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CLASSIFIEDS Endowed Chair – Chief, Pediatric Emergency Medicine

Associate Chairman Emergency Medicine in Eastern Pennsylvania

The University of Oklahoma Health Science Center department of Pediatrics in Oklahoma City is seeking a Chief, Pediatric Emergency Medicine.

The Reading Hospital, an 800 bed institution housing Pennsylvania’s busiest Emergency Medicine Departments, treating over 105,000 patients annually and serves a population of 400,000. Enjoy set hours; 30% clinical/70% administrative; very light call 1:2. Excellent salary, benefits and signing bonus. Located one hour from Philadelphia, 2 hours from Baltimore, Washington DC and New York City. Please contact Margie Quinlan, Lawlor and Associates, 800-238-7150 or email your CV to Info@Lawlorsearch.com

The new Chief will assume administrative responsibilities, promote faculty development, teach students and residents, and develop a research program.

Highlights: • $2 million CMRI Express Personnel Endowed Chair position.

• Budgetary resources available to recruit additional faculty and establish fellowship program.

• New Children’s Hospital with 11,000 square foot ED. • Pediatric Emergency Medicine board-certification required.

Contact Jennifer Schaulin at (972) 768-5350 or jennifers@millicansolutions.com.

The University of Oklahoma is an equal opportunity/affirmative action employer.

Ann Arbor, Michigan – Associate Chair for Academic Affairs Join the faculty of St. Joseph Mercy Hospital and University of Michigan EM Program as Research Director. Level II trauma center sees 86,000 patients annually; 4 year residency program with 14 residents per year. Substantial protected time; opportunity to guide the academic programs of the department. Responsibilities include oversight of departmental research activities; serving as a liaison to the institutional research committee; guiding faculty development, GME, and departmental educational activities; and academic recruiting. The director works closely with the Chair, the residency director, and researchers in setting academic priorities for the department.

Position allows for appointment to the faculty at University of Michigan, excellent salary, and full benefit package including health, disability, life, malpractice, and 401k.

To apply or for additional information please contact Michael Mikhail MD, FACEP, Chairman of Emergency Medicine SJMHS at 734-712-3962 or mikhailm@trinityhealth.org.

OHIO, The Ohio State University: Assistant/Associate or Full Professor. Established residency training program. Level 1 trauma center. Nationally recognized research program. Clinical opportunities at OSU Medical Center and affiliated hospitals. Duties and primary responsibilities include didactic and bedside teaching with medical students and residents; participation in other educational activities. Conducts translational research in laboratory settings and/ or clinical settings with medical students and/or residents. Send curriculum vitae to: Douglas A. Rund, MD, Professor and Chairman, Department of Emergency Medicine, The Ohio State University, 146 Means Hall, 1654 Upham Drive, Columbus, OH 43210; or E-mail:Sharon.Pfeil@osumc.edu; or call 614-293-8176. Affirmative Action/Equal Opportunity Employer.

University of California, Irvine, Department of Emergency Medicine seeks applicants for the fellowship in Emergency Medical Services and Disaster Medicine for July 1, 2009. University of California, Irvine Medical Center is a Level I Trauma center with 2200 runs/year and a 40,000 ED census. Fellows serve as HS Clinical Instructors. The program combines the disciplines of emergency management/ disaster medicine and public health with traditional emphasis on EMS research. Key focus of the fellowship is health policy and health services systems research including mass casualty management and triage. Completion of American Council of Graduate Medical Education (ACGME) accredited Emergency Medicine Residency required prior to start. The two-year combined program, with an integrated Masters of Public Health, will be jointly administered by Director, EMS and Disaster Medicine. Salary commensurate with level of clinical work, send CV, statement of interest and three letters of recommendation to: Carl Schultz, MD. Department of Emergency Medicine, University of California, Irvine Medical Center, 101 City Drive, Orange, CA 92868.

The University of California, Irvine is an equal opportunity employer committed to excellence through diversity

The Department of Emergency Medicine offers fellowships in the following areas: • • • •

Toxicology Emergency Medical Services Research Education

Fellows enroll in a Master’s level program as a part of all fellowships. We provide intensive training and interaction with the nationally-known faculty from the Department of Emergency Medicine, with experts in each domain. Faculty appointments may be available and fellows assume limited clinical responsibilities in the Emergency Department at the University of Pittsburgh Medical Center and affiliated institutions.

We provide experience in basic or human research and teaching opportunities with medical students, residents and other health care providers. The University of Pittsburgh is an Equal Opportunity Employer, and we welcome candidates from diverse backgrounds. Each applicant should have an MD/DO background or equivalent degree and be board certified/prepared in emergency medicine (or have similar experience). Please contact Donald M. Yealy, MD, University of Pittsburgh, Department of Emergency Medicine, 230 McKee Place, Suite 500, Pittsburgh, PA 15213 to receive information.

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Society for Academic Emergency Medicine

Newsletter

Society for Academic Emergency Medicine 901 N. Washington Avenue Lansing, MI 48906

2008-2009 SAEM Board of Directors Katherine L. Heilpern, MD President

Executive Director James R. Tarrant, CAE

Jill M. Baren, MD President-Elect

Advertising Coordinator Maryanne Greketis, CMP mgreketis@saem.org

Jeffrey A. Kline, MD Secretary-Treasurer

Send Articles to: Vene Yates techsupport@saem.org

Judd E. Hollander, MD Past President Leon L. Haley, Jr, MD, MHSA Cherri D. Hobgood, MD Debra Houry, MD, MPH O. John Ma, MD

The SAEM newsletter is published bimonthly by the Society for Academic Emergency Medicine.

The opinions expressed in this publication are those of the authors and do not necessarily reflect those of SAEM.

Adam J. Singer, MD For newsletter archives and e-Newsletters Click on Publications at www.saem.org

Ellen J. Weber, MD Joseph Becker, MD

FUTURE SAEM ANNUAL MEETINGS 2009 2010 2011 2012

May 14 - 17 June 3 - 6 June 1 – 5 May 9 – 13

Sheraton New Orleans, New Orleans, LA Marriott Desert Ridge Resort & Spa, Phoenix, AZ Boston, MA Chicago, IL

SAEM REGIONAL MEETINGS

Western Regional Meeting January 30-31, 2009 Park City, Utah Contact Kelsey Cearley, MD at cearleyk@ohsu.edu

New England Regional Meeting March 18, 2009 UMass Memorial Medical Center University Campus 55 Lake Avenue N., Worcester MA 01655

MidAtlantic Regional Meeting March 26-27, 2009 Christiana Care Health System Newark, Delaware

Southeastern Regional Meeting March 27-28, 2009 Emory Conference Center Emory University Atlanta, Georgia Contact Todd Berger, MD at tberger@emory.edu

At www.saem.org, you will find more information on each regional meeting in the Meetings > SAEM Regional Meetings section of the site.

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