Is boarding compromising our residents' education? A national survey of emergency medicine program directors

Abstract

BackgroundBoarding patients in the emergency department (ED) potentially affects resident education. Program director (PD) perceptions of the impact of boarding on their trainees have not been previously described.MethodsWe surveyed a cross‐sectional convenience sample of emergency medicine PDs using a mixed‐methods approach to explore their perceptions of how boarding has affected their residents' training. Descriptive data were reported as percentages and differences were calculated using Pearson's chi‐square test, with p < 0.05 considered significant. A framework model was used to qualitatively analyze free‐text responses.ResultsA total of 170 responses were collected, for a response rate of 63%. Most respondents felt that boarding had at least some effect on resident education with 29%, 35%, 18%, and 12% noting “a little,” “a moderate amount,” “a lot,” and “a great deal,” respectively, and 5% noting “no effect at all.” Respondents perceived a negative impact of boarding on resident education and training, with 80% reporting a “somewhat” or “extremely negative” effect, 18% feeling neutral, and 2% noting a “somewhat positive” effect. Most noted a “somewhat” or “extremely negative” effect on resident education in managing ED throughput (70%) and high patient volumes (66%). Fifty‐four percent noted a “somewhat” or “extremely negative” impact on being involved in the initial workup of undifferentiated patients. Thirty‐two percent saw a “somewhat” or “extremely positive” effect on learning the management of critically ill patients. Qualitative analysis of challenges, mitigation strategies, and resident feedback emphasized the lack of exposure to managing departmental patient flow, impact on bedside teaching, and need for flexibility in resident staffing.ConclusionsMost PDs agree that boarding negatively affects resident education and identify several strategies to mitigate the impact. These findings can help inform future interventions to optimize resident learning in the complex educational landscape of high ED boarding.