Department of Emergency Medicine, Johns Hopkins Medical Institutions, Baltimore, MD, USA.
Acad Emerg Med. 2010 Oct;17 Suppl 2:S87-94. doi: 10.1111/j.1553-2712.2010.00890.x.
Over the past decade, some residency programs in emergency medicine (EM) have implemented scholarly tracks into their curricula. The goal of the scholarly track is to identify a niche in which each trainee focuses his or her scholarly work during residency. The object of this paper is to discuss the current use, structure, and success of resident scholarly tracks. A working group of residency program leaders who had implemented scholarly tracks into their residency programs collated their approaches, implementation, and early outcomes through a survey disseminated through the Council of Emergency Medicine Residency Directors (CORD) list-serve. At the 2009 CORD Academic Assembly, a session was held and attended by approximately 80 CORD members where the results were disseminated and discussed. The group examined the literature, discussed the successes and challenges faced during implementation and maintenance of the tracks, and developed a list of recommendations for successful incorporation of the scholarly track structure into a residency program. Our information comes from the experience at eight training programs (five 3-year and three 4-year programs), ranging from 8 to 14 residents per year. Two programs have been working with academic tracks for 8 years. Recommendations included creating clear goals and objectives for each track, matching track topics with faculty expertise, protecting time for both faculty and residents, and providing adequate mentorship for the residents. In summary, scholarly tracks encourage the trainee to develop an academic or clinical niche within EM during residency training. The benefits include increased overall resident satisfaction, increased success at obtaining faculty and fellowship positions after residency, and increased production of scholarly work. We believe that this model will also encourage increased numbers of trainees to choose careers in academic medicine.
在过去的十年中，一些急诊医学（EM）住院医师培训计划已经将学术轨道纳入其课程。学术轨道的目标是确定每个受训者在住院医师培训期间专注于其学术工作的利基领域。本文的目的是讨论住院医师学术轨道的当前使用、结构和成功。一个由住院医师培训计划领导人组成的工作组，他们已经将学术轨道纳入其住院医师培训计划中，通过在急诊医学住院医师主任理事会（CORD）列表服务中分发的调查来整理他们的方法、实施和早期结果。在 2009 年 CORD 学术大会上，举行了一次会议，约有 80 名 CORD 成员参加，会上分发并讨论了结果。该小组研究了文献，讨论了在实施和维护轨道过程中面临的成功和挑战，并为成功将学术轨道结构纳入住院医师培训计划制定了一系列建议。我们的信息来自八个培训计划（五个三年制和三个四年制计划）的经验，每年有 8 到 14 名居民。两个计划已经在学术轨道上工作了 8 年。建议包括为每个轨道设定明确的目标和目标，将轨道主题与教师专业知识相匹配，为教师和居民留出时间，并为居民提供足够的指导。总之，学术轨道鼓励受训者在住院医师培训期间在急诊医学领域发展学术或临床专长。好处包括提高整体居民满意度、增加获得教职和奖学金职位的成功率，以及增加学术工作的产量。我们相信，这种模式也将鼓励更多的受训者选择学术医学职业。
