Grand Rounds is our Department-wide educational curricula occurring Wednesdays from 8:00 AM - 1:00 PM with protected time for resident attendance. Hosting high level discussions on everything from core content to state-of-the-art research, its continually evolving format seeks both to provide high-quality education to the residents and to allow residents to practice their skills as teachers through the development of large group didactics, small group teaching, and simulations. Although specific lectures vary from year to year, our recurring lectures include: Morbidity and Mortality Conference, Clinical Pathologic Conference, Intern Core Content, Quality Improvement/Knowledge Translation, TamingtheSRU (R3 Case Follow up), Journal Club, Research Lit Blitz, as well as a variety of visiting lectures. Grand Rounds Recaps and related blog posts are available here on TamingtheSRU

In addition to Grand Rounds, residents on 7am shifts at UCMC participate in daily Morning Report. Morning Report is an oral-boards format case presented by an attending each morning from 7:30 to 8:00 am.

We are committed to training our residents as teachers. When you graduate from this residency, you will have first-hand experience as an educator at the bedside, at the lectern, and online. Through a longitudinal Grand Rounds curriculum spanning all four years, residents progressively develop expertise in preparing and delivering educational content across a wide variety of formats, including large group didactics, simulation, small-group exercises, blog posts, and podcasts. Upper-level residents and attending physicians help mentor junior residents in the development and delivery of their didactics and a published, validated assessment tool is used to provide feedback on all lectures.  In addition, residents are responsible for precepting third- and fourth-year medical students on rotation in the Emergency Department, giving them early exposure to the clinician educator role.

Ample opportunity exists for those desiring additional teaching opportunities. Residents may volunteer to teach in the College of Medicine’s fourth-year medical student course: Transition to Residency - Emergency Medicine Track. Residents are also actively involved in the College of Medicine’s Emergency Medicine Interest Group for medical students and are encouraged to participate in the training of paramedics, as well as becoming ACLS and ATLS course instructors. In addition, there are a number of teaching electives including the popular bedside teaching elective, simulation, asynchronous education, being a College of Medicine Learning Community leader, and more. Additionally, the fourth year represents an entire year of daily bedside teaching of both EM R1s and off-service residents.

We are proud to support not just the clinical education of residents, but to promote leadership during and after residency. Our leadership curriculum is a novel, comprehensive curriculum teaching the core knowledge and skills residents need to develop into leaders in our specialty.  Like many of the improvements to our residency over the years, the development of the curriculum was a joint effort of the residents and program leadership at the time.  For over a decade, the curriculum has undergone iterative improvements and its depth and scope is truly peerless in comparison to leadership curricula in other residency training programs. The curriculum is comprised of:

Large Group Didactics - The Universal Curriculum

A two-year revolving series of large group didactics ensures every resident is exposed to the core knowledge and skills universal to healthcare leadership.  The didactics are focused on small group exercises and dialogue between residents and senior faculty to fully understand and apply the lessons from each didactic.

Recurring topics include: attitudes of a leader, how to pitch an idea, the finances of leadership, gender and age differences in communication, mentorship, etc.  Novel content is occasionally introduced as well with some recent topics including:  failure, performance improvement, styles of leadership, how to receive feedback, etc.  The overall goal of the Grand Rounds curriculum is to provide residents with hands-on experience in the thought process of leadership as well as to build skills in collaborative problem-solving.

Leadership Academies

Those residents who wish to have deeper involvement in the Leadership Curriculum may join a special interest Academy.  Leadership academy meetings are scheduled outside of Grand Rounds. While they are open to any resident or faculty member, residents in each academy are strongly encouraged to attend. Residents can join more than one Academy as long as they complete the requirements of each Academy, including a separate mentored project.  Since residents are not locked into any single track or pathway, it allows for residents to explore areas of interest as they evolve over their residency.

The currently available Academies include the Education Leadership Academy (ELA), the Operations Leadership Academy (OLA), the Population Health and Health Services Academy (PLA), and the Research Leadership Academy (RLA).

In 2017, we graduated the first class of the Leadership Academies, and continue to have high voluntary participation with about 40% of the residents actively involved in the Leadership Academies, supported by approximately 20 faculty.

Leadership Curriculum Faculty Leaders

• Erin McDonough, MD - Chair of Leadership Curriculum, Vice Chair of Education
• Jeffery Hill, MD MEd - Chair, Education Leadership Academy (ELA)
• Rob Thompson, MD MBA - Chair, Operations Leadership Academy (OLA)
• Kelli Jarrell, MD MPH - Chair, Population Health and Health Services Leadership Academy (PLA)
• Natalie Kreitzer, MD - Chair, Research Leadership Academy, Vice Chair of Research

In addition to the Leadership Curriculum, there are a number of opportunities to take on positions of leadership while a resident.  These positions pair real responsibility with mentorship to help you expand your leadership skill set. Below is a list of some of the potential opportunities:

• Resident Assistant Medical Directors of Air Care Mobile Care, UCMC ED, West Chester Hospital ED, the FLEX ICU, or the Early Intervention Program
• Annals of B Pod author or resident editor
• EMS Assistant Medical Director for local EMS Agencies
• Administrative electives and project development
• Education electives and curriculum development
• Development of asynchronous education modules on TamingtheSRU
• Service on national committees such as SAEM, EMRA, CORD and ACEP
• Research including Basic Science, Clinical and Translational
• Special Weapons and Tactics- Medical (SWAT)
• Event Medicine at sporting events including the Cincinnati Flying Pig Marathon

Available tracks are a way for residents to get exposure to longitudinal relationships with specialty mentors and unique experiences. They may be done in conjunction with any of the Leadership Academies (see Leadership Curriculum).

Research Track

The Residency Research Track is an individualized pathway by which interested residents can structure experiences and elective time in a focused and efficient way to achieve specific educational outcomes in research. This track offers intensive research education and exposure, and can result in significant development for those residents interested in a research career. Those in the track will use a significant portion of their elective time during residency to prepare for a potential career in research.

Every resident brings unique experiences and expertise which in turn requires individualized experiences to achieve the ultimate educational outcomes of the track. In general, residents complete an experience in both prospective and retrospective research methodologies, are closely mentored by multiple research faculty, spend additional time learning about basic research subjects (i.e. budgeting, human subjects protections, methodology, research career development, etc.), and attempt to select and coordinate their projects to create an area of concentrated academic/research focus.

Residents in this track also have additional opportunities for didactic education in research either locally or by traveling to national courses.

Overall, this intensive experience provides more structure and direction than would otherwise occur and does so in a more longitudinal way. For those on the track, the primary goal is to shift from “completing a project” to using projects and other experiences as tools to achieve larger career-development goals that are specifically relevant to preparing for a research career.

Resident Research Grant

The Department will award up to two $2,500 grants annually to UC EM residents for resident projects. Interested residents must apply and go through an approval process in the Division of Research. Projects are expected to be completable by the end of their residency experience.

Clinical Care Track

This track is meant to enrich the critical care curriculum available to Emergency Medicine residents through inter-departmental collaboration, procedural practice as well as simulation, and resident-led multidisciplinary education.

1. Clinical Excellence - at least 3 electives in any of the critical care options (ED Resuscitation, UCMC MICU, Cardiac Critical Care, Critical Care US, ECMO, Ventilation, Simulation, Research, etc)
2. Critical Care Interest Group Leadership - attend at least 4 sessions and lead at least one
3. Scholarly Involvement - complete a longitudinal mentored project in critical care in education, research or operations

Sponsors: Dr. William A. Knight, IV, Dr. Jared Ham, Dr. Natalie Kreitzer, Dr. Logan Walsh, and Dr. Jordan Bonomo

Sports Medicine Track
This track is meant to offer longitudinal experiences in the locker room treating players and building independence and mentorship in sports medicine for both fellowship-bound residents and those interested in being a team physician.

1. Serve as an Assistant Team Medical Director for a local High School football team
2. Sports Medicine Interest Group Leadership - Attend 4 sessions and lead one
3. Training room clinic opportunity as an R4 with dedicated weekly time for longitudinal care
4. Scholarly Involvement - complete a longitudinal mentored project in sports medicine in education, research or operations

Sponsor: Dr. Bret Betz, Dr. Danny Gawron