Grand Rounds is our Department-wide educational session occurring Wednesdays from 8am - 1pm with resident protected time in the department. Hosting high level discussions from core review to state of the art research, it is a continually evolving format for residents to practice giving didactics to a large audience. Although specific lectures vary from year to year, our classic recurring lectures include: Morbidity and Mortality Conference. Clinical Pathologic Conference, Intern Diagnostics, R2 Case Follow up, TamingtheSRU (R3 Case Follow up), Journal Club, Research Lit Blitz, as well as a variety of visiting lectures

Grand Rounds Recaps and other content is available here on TamingtheSRU

In addition to Grand Rounds, our residents 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.

During the 2011-2012 academic year, multiple residents came forward with the following question: If we have a reputation for developing future leaders in Emergency Medicine, then why do we not have a formal curriculum in leadership development? The question was a good one and prompted many meetings and much discussion over the next year in order to try to define how we developed residents into leaders. Ultimately, it was determined that this occurred in a passive fashion, primarily through the graduated responsibility model of our clinical training program. Led by Dr. Brian Stettler, the Program Director at the time, we then embarked on a plan to turn this passive leadership education into active leadership education. The result was the evolution of the Leadership Curriculum over the next few years. This started with the launch of a Grand Rounds curriculum in 2013-2014, which was followed the next year by the creation of specialized interest groups such as the Education and Operations Leadership Academies. These Academies not only created their own curricula through extracurricular meetings and workshops but they also provided the opportunity for residents to take on mentored projects in their area of interest under the guidance of leadership mentors. In 2017, we graduated the first class of the Leadership Curriculum, consisting of those fourth-year residents who had completed the pre-specified graduation criteria within their chosen Academy. While all residents are exposed to the Grand Rounds curriculum, more extensive involvement in the Leadership Curriculum is voluntary. Currently approximately 25% of the residents are actively involved in the Leadership Curriculum, supported by approximately 20 faculty.

Leadership Curriculum Faculty Leaders:

Founder:  Brian Stettler, MD
Current Chair:  Erin McDonough, MD
Chair, Education Leadership Academy (ELA):  Jeff Hill, MD
Chair, Operations Leadership Academy (OLA):  Rob Thompson, MD MBA and Hannah Hughes, MD MBA
Chair, Population Health and Health Services Leadership Academy (PLA): Kelli Jarrell, MD MPH

Grand Rounds Leadership Curriculum:

The Grand Rounds curriculum is loosely based on a two-year revolving curriculum to maximize the exposure of all residents to the core content over their four years of residency.  Leadership Curriculum Grand Rounds presentations occur quarterly and typically consist of a small didactic component on the given topic with significant emphasis placed on case-based learning and discussion in small groups with faculty preceptors.  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.  The current available Academies include the Education Leadership Academy (ELA), the Operations Leadership Academy (OLA), and the Population Health and Health Services Academy (PLA).  There is also much opportunity in the area of Research as well (and to earn a graduation distinction in this, although this occurs through the previously developed Research Track offered by the Division of Research).  

Residents who wish to join an Academy must identify a leadership mentor and a mentored-project within that Academy.  Faculty within each Academy can help residents identify a project of interest.  Residents should then meet with their leadership mentor at least 2 to 4 times per year to discuss the resident's progress in leadership development, reflecting on the resident's strengths and areas of focus as a leader.

Each Academy also produces quarterly workshops, also on a loosely revolving curriculum.  These are scheduled outside of Grand Rounds, typically at a restaurant or faculty house.  Residents within the particular Academy are strongly encouraged to attend, although these workshops are open to any resident or faculty member, even those not formally affiliated with the Leadership Curriculum.  Residents can join more than one Academy as long as they complete the requirements of each Academy, including a separate mentored project.  

We have found the Leadership Curriculum to be a unique, rich experience that achieves the goal of turning leadership development from a passive process into an active one.  The Leadership Curriculum was presented at the SAEM Annual Meeting in May 2015.

The Shock and Resuscitation Unit (SRU) in our Emergency Department is rarely quiet. Managed by the third-year resident, this busy area operates as both medical and traumatic resuscitation bays. R3s manage a large volume of critically ill patients in the SRU which allows them to further develop skills in critical care and resuscitation.

Procedural skills are developed throughout residency training; however, the second-year resident has a special role as the primary proceduralist in the SRU. This approach allows residents to perform a large number of procedures in a finite time period, so as to build permanent muscle memory. In addition to managing chest tubes, central lines, and arterial lines, all emergency airways are managed by an EM R2, with the EM R4 providing back-up. While second-year residents receive concentrated procedural training, residents perform procedures throughout all four years of residency. 

UC Emergency Medicine is 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. In Grand Rounds, residents prepare and deliver educational content through didactics, simulations, small group discussions, large group lectures, blog posts, and podcasts.  Upper level residents and attending physicians help mentor junior residents in the development and delivery of their didactics and a validated assessment tool is used to provide feedback on lectures.  In addition, residents are responsible for precepting third- and fourth-year medical students on rotation in the Emergency Department. 

Ample opportunity exists for those desiring additional teaching opportunities. Residents may volunteer to teach in the Department of Emergency Medicine’s fourth-year medical student elective Getting Ready for Residency. Residents are also actively involved in the College of Medicine’s Emergency Medicine Interest Group for medical students. Residents are also 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. These include the popular bedside teaching elective emphasizing self-evaluation and improvement of bedside and didactic teaching skills. Additional options include course design and curricular development for the Getting Ready for Residency elective, being a College of Medicine Learning Community leader, simulation, asynchronous education and more. Also, the fourth year represents an entire year of daily bedside teaching of both EM R1s and off-service residents. Plenty of other teaching/mentoring opportunities exist for interested residents.

In Cincinnati, we strongly believe in developing leadership skills and helping residents reach their full potential. Below is a list of some of the potential opportunities:

• Administrative electives and project development
• Education electives and curriculum development
• Development of asynchronous education modules on TamingtheSRU.com 
• Annals of B Pod author or resident editor
• Service on national committees such as SAEM, EMRA, CORD and ACEP
• Resident Assistant Medical Directors of Air Care, Mobile Care, UCMC ED, West Chester Hospital ED or the Early Intervention Program
• EMS Assistant Medical Director
• Resident Research Track
• Critical Care Track
• Sports Medicine Track
• Social Emergency Medicine 
• Research: Basic, Clinical and Translational
• Urban Search and Rescue (USAR)
• Disaster Medical Assistance Team (DMAT)
• Special Weapons and Tactics- Medical (SWAT)
• Mass Gathering Medicine

The Resident Research grant is up to two $2,500 grant awarded 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.

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

1. Serve as an Assistant Team Medical Director for a local High School football team
2. Sports Medicine Interest Group Leadership - Attend 4 session 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