ACGME Clinical and Educational Work Hour Standards: Perspectives and Recommendations from Emergency Medicine Educators

Stephen J Wolf; Saadia Akhtar; Eric Gross; David Barnes; Michael Epter; Jonathan Fisher; Maria Moreira; Michael Smith; Hans House

doi:10.5811/westjem.2017.11.35265

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ACGME Clinical and Educational Work Hour Standards: Perspectives and Recommendations from Emergency Medicine Educators

Journal article

Open access

Peer reviewed

ACGME Clinical and Educational Work Hour Standards: Perspectives and Recommendations from Emergency Medicine Educators

Stephen J Wolf, Saadia Akhtar, Eric Gross, David Barnes, Michael Epter, Jonathan Fisher, Maria Moreira, Michael Smith and Hans House

The western journal of emergency medicine, Vol.19(1), pp.49-58

01/2018

DOI: 10.5811/westjem.2017.11.35265

PMCID: PMC5785201

PMID: 29383056

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Abstract

The American College of Emergency Physicians (ACEP) and the Council of Emergency Medicine Residency Directors (CORD) were invited to contribute to the 2016 Accreditation Council for Graduate Medical Education's (ACGME) . We describe the joint process used by ACEP and CORD to capture the opinions of emergency medicine (EM) educators on the ACGME clinical and educational work hour standards, formulate recommendations, and inform subsequent congressional testimony. In 2016 our joint working group of experts in EM medical education conducted a consensus-based, mixed-methods process using survey data from medical education stakeholders in EM and expert iterative discussions to create organizational position statements and recommendations for revisions of work hour standards. A 19-item survey was administered to a convenience sample of 199 EM residency training programs using a national EM educational listserv. A total of 157 educational leaders responded to the survey; 92 of 157 could be linked to specific programs, yielding a targeted response rate of 46.2% (92/199) of programs. Respondents commented on the impact of clinical and educational work-hour standards on patient safety, programmatic and personnel costs, resident caseload, and educational experience. Using survey results, comments, and iterative discussions, organizational recommendations were crafted and submitted to the ACGME. EM educators believe that ACGME clinical and educational work hour standards negatively impact the learning environment and are not optimal for promoting patient safety or the development of resident professional citizenship.

Patient Safety

United States

Accreditation

Congresses as Topic

Education, Medical, Graduate - standards

Emergency Medicine - education

Humans

Internship and Residency - methods

Personnel Staffing and Scheduling - standards

Physician Executives

Surveys and Questionnaires

Workload - psychology

Workload - standards

Details

Title: Subtitle: ACGME Clinical and Educational Work Hour Standards: Perspectives and Recommendations from Emergency Medicine Educators
Creators: Stephen J Wolf - University of Virginia
Saadia Akhtar - Icahn School of Medicine at Mount Sinai
Eric Gross - University of California, Davis
David Barnes - University of California, Davis
Michael Epter - Maricopa Medical Center
Jonathan Fisher - Maricopa Medical Center
Maria Moreira - Denver Health Medical Center
Michael Smith - Ochsner Health System
Hans House - American College of Emergency Physicians
Resource Type: Journal article
Publication Details: The western journal of emergency medicine, Vol.19(1), pp.49-58
DOI: 10.5811/westjem.2017.11.35265
PMID: 29383056
PMCID: PMC5785201
NLM abbreviation: West J Emerg Med
ISSN: 1936-900X
eISSN: 1936-9018
Language: English
Date published: 01/2018
Academic Unit: Emergency Medicine
Record Identifier: 9984297143202771

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