Oral presentations are a critical element in the communication of medical knowledge between students and faculty, but in most locations, the amount of time spent on teaching the oral presentation is minimal. Furthermore, the standard oral presentation does not work well within the emergency medicine (EM) setting, due to time constraints and the different principles that make EM a unique specialty. This article provides a suggested approach on how to educate students on optimal oral presentations in EM, as well as providing a link to an online guide instructing medical students how to give oral presentations.ACADEMIC EMERGENCY MEDICINE 2008; 15:683-687 ª

IntroductionIncreasing the diversity of the emergency medicine (EM) workforce is imperative, with more diverse teams showing improved patient care and increased innovation. Holistic review, adapted from the Association of American Medical Colleges (AAMC), focuses on screening applicants with a balanced method, valuing their experiences, attributes, and academic metrics equally. A core tenet to holistic review is that diversity is essential to excellence.ObjectiveImplementation of holistic review into the residency application screening process is effective at improving exposure to underrepresented in medicine (URiM) applicants.MethodsAfter adjustment of our residency application screening rubric, improving our balance across the experience, attributes, and metrics domains, we conducted a retrospective cohort study comparing the representation of URiM applicants invited to interview, interviewed, and ranked by composite score compared to our previous primarily metric‐based process.ResultsA total of 8,343 applicants were included in the study. Following implementation of holistic review, we saw an increase in the absolute percent of URiM applicants invited to interview (+11%, 95% confidence interview [CI] = 6.9% to 15.4%, p < 0.01), interviewed (+7.9%, 95% CI = 3.6% to 12.2%, p < 0.01), and represented in the top 75 through top 200 cutpoints based on composite score rank. The mean composite score for URiM applicants increased significantly compared to non‐URiM applicants (+9.7, 95% CI = 8.2 to 11.2, p < 0.01 vs. +4.7, 95% CI = 3.5 to 5.9, p < 0.01).ConclusionHolistic review can be used as a systematic and equitable tool to increase the exposure and recruitment of URiM applicants in EM training programs.

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Introduction: One published strategy for improving educational experiences for medical students in the emergency department (ED) while maintaining patient care has been the implementation of dedicated teaching attending shifts. To leverage the advantages of the ED as an exceptional clinical educational environment and to address the challenges posed by the rapid pace and high volume of the ED, our institution developed a clerkship curriculum that incorporates a dedicated clinical educator role – the teaching attending – to deliver quality bedside teaching experiences for students in a required third-year clerkship. The purpose of this educational innovation was to determine whether a dedicated teaching attending experience on a third-year required emergency medicine (EM) clerkship would improve student-reported clinical teaching evaluations and student-reported satisfaction with the overall quality of the EM clerkship. Methods: Using a five-point Likert-type scale (1 - poor to 5 - excellent), student-reported evaluation ratings and the numbers of graduating students matching into EM were trended for 10 years retrospectively from the inception of the clerkship for the graduating class of 2009 through and including the graduating class of 2019. We used multinomial logistic regression to evaluate whether the presence of a teaching attending during the EM clerkship improved student-reported evaluation ratings for the EM clerkship. We used sample proportion tests to assess the differences between top-box (4 or 5 rating) proportions between years when the teaching attending experience was present and when it was not. Results: For clinical teaching quality, when the teaching attending is present the estimated odds of receiving a rating of 5 is 77.2 times greater (p <0.001) than when the teaching attending is not present and a rating of 4 is 27.5 times greater (p =0.0017). For overall clerkship quality, when the teaching attending is present, the estimated odds of receiving a rating of 5 is 13 times greater (p <0.001) and a rating of 4 is 5.2 times greater (p=0.0086) than when the teaching attending is not present. Conclusion: The use of a dedicated teaching attending shift is a successful educational innovation for improving student self-reported evaluation items in a third-year required EM clerkship.