Teaching Systems-Based Practice Through a Resident-Led Quality Review in the Department of Emergency Medicine. WMJ 2026;125(1):87-90
Date
04/14/2026Pubmed ID
41980140Scopus ID
2-s2.0-105035497882 (requires institutional sign-in at Scopus site) 1 CitationAbstract
BACKGROUND: Resident education in safety and quality has historically relied on didactics alone. To enhance alignment with the Accreditation Council for Graduate Medical Education (ACGME) milestones, a resident-led case review process was implemented.
METHODS: Senior residents reviewed cases for a 1-month period and met quarterly for discussion. Meetings were supervised by emergency medicine faculty and attended by junior residents. Survey feedback and descriptive statistics were used to evaluate the intervention's impact.
RESULTS: Most residents rated this intervention as "extremely adequate" in teaching ACGME milestones, most notably "participating in the analysis of patient safety events" (n = 13, 54.2%) and "discussing how individual practice effects the broader system" (n = 14, 56.0%) Most enjoyed participation (n = 18, 75.0%).
DISCUSSION: Residents perceived this educational intervention as enjoyable and adequate for teaching ACGME milestones.
Author List
Hartleben E, Williams K, Jacobson NAuthors
Elyse Hartleben MD Assistant Professor in the Emergency Medicine department at Medical College of WisconsinNancy Jacobson MD Associate Professor in the Emergency Medicine department at Medical College of Wisconsin
MESH terms used to index this publication - Major topics in bold
AccreditationClinical Competence
Education, Medical, Graduate
Emergency Medicine
Humans
Internship and Residency
Teaching
