Barron, Rebecca, MD, MPH

Beauchamp, Gillian A., MD

Deutsch, Ashley L, MD

Greenberg, Marna R, DO, MPH, FACEP

Johnson, Steven A, MD

McGregor, Alyson J, MD, MA

Robinett, Derek A, MD

Walter, Lauren A, MD

Wolfe, Jeannette, MD

English

Lehigh Valley Health Network: LVHN Scholarly Works

Lehigh Valley Health NetworkLVHN Scholarly WorksDepartment of Emergency MedicineFeasibility of Incorporating Components of a ‘Sexand Gender’ in EM Toolkit into ResidencyEducationAlyson J. McGregor MD, MAMarna R. Greenberg DO, MPH, FACEPLehigh Valley Health Network, marna.greenberg@lvhn.orgRebecca Barron MD, MPHLauren A. Walter MDJeannette Wolfe MDSee next page for additional authorsFollow this and additional works at: https://scholarlyworks.lvhn.org/emergency-medicinePart of the Emergency Medicine CommonsThis Poster is brought to you for free and open access by LVHN Scholarly Works. It has been accepted for inclusion in LVHN Scholarly Works by anauthorized administrator. For more information, please contact LibraryServices@lvhn.org.Published In/Presented AtMcGregor, A. Greenberg, M. Barron, R. Walter, L. Wolfe, J. Deutsch, A. Johnson, S. Robinett, D. Beauchamp, G. (2019, April 10).Feasibility of Incorporating Components of a ‘Sex and Gender’ in EM Toolkit into Residency Education. poster Presented at: The (PA-ACEP) PA American College of Emergency Physicians Scientific Assembly, Spivey Competition, King of Prussia, PA.AuthorsAlyson J. McGregor MD, MA; Marna R. Greenberg DO, MPH, FACEP; Rebecca Barron MD, MPH; LaurenA. Walter MD; Jeannette Wolfe MD; Ashley L. Deutsch MD; Steven A. Johnson MD; Derek A. Robinett MD;and Gillian A. Beauchamp MDThis poster is available at LVHN Scholarly Works: https://scholarlyworks.lvhn.org/emergency-medicine/550LVHN.org© 2019 Lehigh Valley Health NetworkFeasibility of Incorporating Components of a  ‘Sex and Gender’ in EM Toolkit into Residency Education Alyson J. McGregor, MD, MA^, Marna Rayl Greenberg, DO, MPH°,Rebecca Barron, MD, MPH^, Lauren A. Walter, MD*, Jeannette Wolfe, MD#, Ashley L. Deutsch, MD#, Steven A. Johnson, DO°,  Derek A. Robinett, MD*, Gillian A. Beauchamp, MD°^Department of Emergency Medicine, Warren Alpert Medical School of Brown University, Providence, RI°Department of Emergency and Hospital Medicine, Lehigh Valley Health Network/USF Morsani College of Medicine, Lehigh Valley Campus, Allentown, PA*Department of Emergency Medicine, University of Alabama at Birmingham, Birmingham, AL#Department of Emergency Medicine, University of Massachusetts Medical School-Baystate, Springfield, MAINTRODUCTIONWe set out to assess the feasibility of incorporating Sex and Gender in Emergency Medicine (SGEM) Toolkit components into an EM Grand rounds education day. METHODSThis multisite prospective pilot study involved a pre- and post-training assessment that included basic demographics and queries regarding previous training. It was administered to a convenience sample of PGY1-4 EM residents who participated in a scheduled training day. The three hour session included one small group case-based discussion, two oral board cases, and one simulation and group debriefing. RESULTSEM residents (N=82) across four unique academic programs participated; 64% (N=49) were male and 36% (N=28) were female; 28% (N=22) were PGY1; 22% (N=17) were PGY2; 31% (N=25) were PGY3; and 19% (N=15) were PGY4 residents.Of those participating, 30% (N=25) reported they had either no training or less than one hour of training in medical school regarding sex and gender differences in the clinical presentation and management of patients. Fifty-two percent (N=43) reported they had one to six hours of training, and 18% (N=15) reported they had over six hours of training. Twenty-six percent (N=21) of the residents reported that they had either no training or less than one hour of training in residency (including lectures, small group sessions, asynchronous learning modules, or bedside education) regarding sex and gender differences in the clinical presentation and management of patients. Fifty-nine percent (N=48) reported they had one to six hours of training, and 16% (N=13) reported they had over six hours of training during residency. The average pre-assessment score was 61% across all sites and post-assessment was 88%. After session training, 74% (N=60) of the residents  felt their current practice would have benefited from further training in sex and gender-based topics in medicine in medical school, and 83% (N=67) felt their current clinical practice would have benefited from further training in sex and gender-based topics in medicine in residency. CONCLUSIONSThe incorporation of SGEM educational components into EM residency training is feasible, and after completion, residents demonstrated competence in their knowledge of the sex and gender aspects of clinical EM. Post training, the vast majority of residents who participated in this study felt their current practice would have benefited from further training in sex and gender-based topics in medicine in residency.

Feasibility of Incorporating Components of a ‘Sex and Gender’ in EM Toolkit into Residency Education

https://scholarlyworks.lvhn.org/cgi/viewcontent.cgi?article=1566&context=emergency-medicine

Feasibility of Incorporating Components of a ‘Sex and Gender’ in EM Toolkit into Residency Education

Abstract

Similar works

Full text

Available Versions

Lehigh Valley Health Network: LVHN Scholarly Works