Internet-based self-scheduling is associated with a high degree of physician satisfaction in an academic emergency medicine group.

There are various methods for scheduling emergency physicians ranging from a schedule created by hand by a physician scheduler, fixed templates, to computer-assisted scheduling. The authors describe a novel method adopted by an academic emergency department using remote asynchronous physician self-scheduling. The physician group follows a pre-determined order in which each physician chooses where to place his or her assigned proportion of day/evening/weekend/night shifts on the shared calendar that is hosted in a cloud-based spreadsheet. This process gives physicians a high degree of control over their schedules, and the participants related a high degree of satisfaction regarding this process. This method of physician scheduling is a low-cost successful alternative to conventional emergency physician scheduling practices.

The Impact of Due Process and Disruptions on Emergency Medicine Education in the United States.

INTRODUCTION: Academic Emergency Medicine (EM) departments are not immune to natural disasters, economic or political forces that disrupt a training program's operations and educational mission. Due process concerns are closely intertwined with the challenges that program disruption brings. Due process is a protection whereby an individual will not lose rights without access to a fair procedural process. Effects of natural disasters similarly create disruptions in the physical structure of training programs that at times have led to the displacement of faculty and trainees. Variation exists in the implementation of transitions amongst training sites across the country, and its impact on residency programs, faculty, residents and medical students. METHODS: We reviewed the available literature regarding due process in emergency medicine. We also reviewed recent examples of training programs that underwent disruptions. We used this data to create a set of best practices regarding the handling of disruptions and due process in academic EM. RESULTS: Despite recommendations from organized medicine, there is currently no standard to protect due process rights for faculty in emergency medicine training programs. Especially at times of disruption, the due process rights of the faculty become relevant, as the multiple parties involved in a transition work together to protect the best interests of the faculty, program, residents and students. Amongst training sites across the country, there exist variations in the scope and impact of due process on residency programs, faculty, residents and medical students. CONCLUSION: We report on the current climate of due process for training programs, individual faculty, residents and medical students that may be affected by disruptions in management. We outline recommendations that hospitals, training programs, institutions and academic societies can implement to enhance due process and ensure the educational mission of a residency program is given due consideration during times of transition.

Emergency Medicine Residency Applicant Characteristics Associated with Measured Adverse Outcomes During Residency.

INTRODUCTION: Negative outcomes in emergency medicine (EM) programs use a disproportionate amount of educational resources to the detriment of other residents. We sought to determine if any applicant characteristics identifiable during the selection process are associated with negative outcomes during residency. METHODS: Primary analysis consisted of looking at the association of each of the descriptors including resident characteristics and events during residency with a composite measure of negative outcomes. Components of the negative outcome composite were any formal remediation, failure to complete residency, or extension of residency. RESULTS: From a dataset of 260 residents who completed their residency over a 19-year period, 26 (10%) were osteopaths and 33 (13%) were international medical school graduates A leave of absence during medical school (p <.001), failure to send a thank-you note (p=.008), a failing score on United States Medical Licensing Examination Step I (p=.002), and a prior career in health (p=.034) were factors associated with greater likelihood of a negative outcome. All four residents with a "red flag" during their medicine clerkships experienced a negative outcome (p <.001). CONCLUSION: "Red flags" during EM clerkships, a leave of absence during medical school for any reason and failure to send post-interview thank-you notes may be associated with negative outcomes during an EM residency.