Raukar, Neha P.

ABSTRACT Objectives To evaluate how academic emergency departments (EDs) support procedural skill maintenance for faculty physicians, particularly in environments where learners often perform procedures. We aimed to characterize training strategies, barriers to participation, and the inclusion of high‐acuity, low‐occurrence (HALO) procedures. Methods We conducted a cross‐sectional survey of department chairs, vice chairs, and chair emeriti attending the 2025 Association of Academic Chairs of Emergency Medicine (AACEM) retreat. The survey assessed institutional approaches to procedural training, frequency of offerings, training modalities, inclusion of HALO procedures, and perceived barriers. Descriptive statistics and chi‐square tests were used to analyze differences in training frequency and procedural coverage. Results Of 81 academic departments represented, 49 responded (60.5%). Most (87.8%) offered procedural training, yet only 32.6% required participation. Hands‐on training was most common (93%), followed by in‐person (79%) and virtual (16%) sessions. While 100% of departments covered point‐of‐care ultrasound and 93% airway management, fewer addressed HALO procedures: only 27.9% covered all HALO categories (e.g., surgical airway, thoracostomy, pericardiocentesis). Time constraints and clinical schedules were the most‐commonly reported barriers to participation. Conclusions Procedural skill maintenance for EM attendings varies widely across academic EDs. Despite the specialty's procedural intensity, most academic departments lack comprehensive, mandatory training, particularly for infrequent but critical procedures. Findings highlight variability in departmental approaches and the need to further explore best practices for procedural skill maintenance.

Objective: To assess the feasibility and clinical impact of sideline telemedicine for real-time injury assessment during high school athletic events in rural communities and to determine its potential effect on emergency department (ED) utilization. Design: Prospective, observational cohort study. Setting: Three rural high schools in southeast Minnesota without on-site athletic trainer or emergency medical services coverage. Participants: High school athletes and attendees injured during school-sponsored athletic events during the 2021 to 2022 school year. Intervention: Sideline telemedicine consults were initiated by school officials using tablets to connect with on-call dual board-certified emergency and sports medicine physicians. Consults included video-based assessment, triage, return-to-play guidance, and follow-up recommendations. Main Outcome Measures: Disposition after consultation (return to play, outpatient follow-up, ED referral), satisfaction scores using the 10-item Telehealth Satisfaction Scale, and patient-reported intent to seek ED care if telemedicine were unavailable. Results: Telemedicine was activated 15 times. Most (53%) injuries were musculoskeletal. Two (13%) patients were referred to the ED, where time-sensitive diagnoses (NSTEMI, testicular torsion) were confirmed. Thirteen patients were treated without ED referral; 6 (46%) reported they would have otherwise visited the ED. All diagnoses were confirmed by outpatient follow-up. Telehealth Satisfaction Scale scores were high: interpersonal communication (mean 4.00), respectfulness (3.96), and technical quality (3.99). Conclusions: Sideline telemedicine is a feasible and well-received model for acute injury evaluation at rural athletic events lacking on-site medical providers. It may reduce unnecessary ED use while preserving care quality and satisfaction, offering scalable support for resource-limited sports settings.

ABSTRACT Background Academic departments in medicine face increasing pressure to balance clinical productivity with their broader academic missions, including education, scholarship, mentorship, and service. While clinical work is routinely quantified through relative value units (RVUs), non‐clinical academic contributions are inconsistently measured and often undervalued. Academic Value Unit (AVU) systems have emerged as frameworks to quantify these activities, but adoption remains limited due to inconsistent funding models, lack of standardized frameworks, and minimal evidence demonstrating outcomes such as faculty satisfaction, retention, or return on investment (ROI). Methods This concept paper synthesizes current AVU implementation strategies in emergency medicine and proposes an evidence‐informed six‐step framework for AVU design, funding, and sustainability. The framework was informed by a literature review, analysis of institutional dashboards, and multi‐institutional input from the Society for Academic Emergency Medicine (SAEM) community, including feedback from a national didactic session at the 2025 SAEM Annual Meeting. Results The proposed framework outlines practical steps for AVU implementation: defining mission‐aligned domains, identifying measurable academic activities, establishing transparent weighting systems, integrating real‐time tracking dashboards, developing sustainable blended funding models, and engaging leadership and faculty through iterative review. The model incorporates customizable templates, adaptable activity menus, and suggested ROI metrics that departments can tailor to local institutional priorities and resources. Conclusions AVU systems offer a structured approach to recognizing and incentivizing non‐clinical academic contributions in emergency medicine. A transparent, mission‐aligned framework supported by sustainable funding and measurable ROI metrics may enhance faculty engagement, equity, and long‐term departmental sustainability. Future work should focus on establishing validated benchmarks for AVU weighting, integrating AVUs with faculty development and wellness initiatives, and evaluating longitudinal outcomes such as retention, satisfaction, and equity.

ABSTRACT Emergency physicians evaluate the full spectrum of traumatic brain injury (TBI) and generate the initial clinical descriptions that influence downstream care, follow‐up, and patient expectations. Despite advances in neuroimaging, biomarker science, and systems of care, acute TBI is still commonly summarized using categorical labels: mild, moderate, and severe, derived from the Glasgow Coma Scale (GCS). In 2025, the National Institutes of Health–National Institute of Neurological Disorders and Stroke (NIH–NINDS) Traumatic Brain Injury Classification and Nomenclature Initiative proposed a multidimensional framework for acute TBI characterization incorporating Clinical, Biomarker, Imaging, and Modifier elements (CBI‐M). The framework is intended to improve characterization and research rigor, and has generated broad interest and discussion across clinical disciplines. This special contribution introduced the CBI‐M framework to the emergency medicine community and provides an interpretive, clinically grounded commentary on its relevance to emergency practice. The rationale for the framework is described, its core components are summarized, and its relevance to emergency department (ED) practice is discussed. Areas where CBI‐M aligns with current emergency care, where important implementation questions remain, and how emergency physicians might engage with the framework as a shared language for describing injury rather than as a prescriptive management tool are highlighted. By situating CBI‐M within the realities of emergency care and existing ED decision frameworks, this article aims to inform, contextualize, and encourage discussion within the emergency medicine community as this new approach to TBI characterization continues to evolve.

ABSTRACT Background and Aims Women now comprise over half of US medical school matriculants yet remain underrepresented in academic leadership, including emergency medicine (EM). Leadership training within medical education is variable, particularly in communication, conflict management, negotiation, and operations. Concurrently, large language models (LLMs) are emerging as accessible tools to support leadership skill development. This study aimed to develop and evaluate an AI‐augmented leadership skills workshop designed to address the leadership gap for women in academic emergency medicine. Materials and Methods The Academy for Women in Academic Emergency Medicine (AWAEM) developed and piloted a leadership development workshop at the 2025 Society for Academic Emergency Medicine Annual Meeting. The curriculum integrated evidence‐based leadership frameworks with experiential small‐group learning and structured demonstrations of LLM use. Educational strategies included brief didactics, reflection on lived leadership challenges, peer discussion, and guided LLM‐supported simulation of leadership conversations. Pre‐workshop and postworkshop surveys and qualitative feedback were collected to assess participant confidence and perceived utility. Results Participants demonstrated increased confidence in navigating power‐differential conversations and initiating negotiations following the workshop. There was greater reported intent to apply leadership frameworks and to utilize LLMs for leadership‐related tasks. Qualitative feedback highlighted themes of empowerment, practical applicability, and the importance of a psychologically safe, gender‐informed learning environment. Participants identified LLMs as a novel and accessible adjunct to traditional leadership development resources. Discussion and Conclusions An AI‐augmented, experiential leadership workshop is a feasible and scalable approach to addressing persistent leadership development gaps for women in academic emergency medicine. Integrating LLM‐supported practice with established leadership frameworks may enhance learner confidence and engagement. This model offers a practical strategy to support leadership skills for women physicians needed to navigate systemic barriers and advance into leadership roles.

ABSTRACT Background Sex‐specific medicine (SSM) is increasingly recognized as vital for patient care yet remains underrepresented in graduate medical education curricula. Traditional didactics and workshops have limited reach at national conferences. Gamification has emerged as a strategy to increase engagement, though its use in professional networking and conference settings is not well described. Methods The Resident and Medical Student (RAMS) Hunt is a novel, gamified, team‐based event incorporating topics in SSM, health equity, and professional development. The Hunt was implemented at three consecutive Society for Academic Emergency Medicine (SAEM) Annual Meetings (2023–2025). At each conference, teams visited four city landmarks, completing content‐based challenges at each site. Post‐event surveys assessed enjoyment, perceived educational effectiveness, and design preferences. Quantitative data were summarized descriptively, and qualitative responses underwent thematic analysis. Future iterations will include pre‐ and post‐event knowledge and attitude assessments to enhance rigor. Results Across three Hunts, more than 66 teams registered, and there were 88 completed surveys (Austin 2023 n = 23; Phoenix 2024 n = 48; Philadelphia 2025 n = 17). Mean enjoyment ratings were 4.52, 4.44, and 3.47 (out of 5), respectively. Perceived educational effectiveness ratings were 4.09, 4.11, and 3.47. Participants reported that ideal numbers of challenge sites and participants per team were 3–4. Qualitative themes highlighted enhanced awareness of how biological sex and sociocultural attributes influence health outcomes, the value of interactive learning, and networking opportunities. Logistical barriers included registration, inclement weather including a downpour in Philadelphia, and course navigation. Conclusions The RAMS Hunt demonstrated feasibility and strong learner engagement in disseminating SSM content through a novel conference‐based gamification model. This innovation offers a replicable framework for integrating experiential, team‐based learning into professional society meetings. Opportunities remain to hone game logistics to enhance sustainability and broader adoption. Future evaluations will include objective measures of learning and knowledge retention.

ABSTRACT Background Older adults are at high risk for severe injuries and death from falls. Physical therapist (PT) and occupational therapist (OT) evaluations have been introduced into Emergency Department (ED) care to assist with fall risk evaluation and fall prevention care. An evaluation of current evidence was undertaken to inform the Geriatric ED Guidelines 2.0. Methods Systematic review of physical and/or occupational therapy evaluation for fall prevention in the ED. The intervention was evaluation by a rehabilitation therapist (PT, OT, or both) for fall prevention, fall assessment, or mitigation of fall risk factors. Studies that did not perform the evaluation during the ED or ED Observation Unit visit were excluded, such as referrals for home consultation. The published literature was searched using strategies created by a medical librarian and was implemented in Embase and PubMed in March 2025. Covidence was used for article collation and review. Risk of bias was assessed using the Cochrane Risk of Bias v2 and the Ottawa–Newcastle scale. Results The search resulted in 387 articles with 52 duplicates, for 335 unique citations. Ten articles on 6 datasets were included (4 abstracts and 6 published manuscripts). One article was at high risk of bias as very few intervention patients received therapist evaluation. The remaining 5 datasets had varied co‐interventions in addition to PT and/or OT evaluations. PT or OT evaluation in the ED was associated with reduced ED revisits at 1, 2, and 6 months. Evaluations in the ED were not associated with increased hospital admission rates or ED length of stay. A meta‐analysis was infeasible due to varied outcome timeframes. Conclusions PT and/or OT evaluations for fall prevention were associated with reduced subsequent ED revisits for older adults. However, the impact of co‐interventions and heterogeneity limits strong conclusions.