Papanagnou Dimitrios, Messman Anne M, Branzetti Jeremy, Diemer Gretchen, Hobgood Cherri, Hopson Laura R, Regan Linda, Zhang Xiao C, Gisondi Michael A
Department of Emergency Medicine Sidney Kimmel Medical College at Thomas Jefferson University Philadelphia PA.
Department of Emergency Medicine Wayne State University School of Medicine Detroit MI.
AEM Educ Train. 2019 Dec 10;4(Suppl 1):S5-S12. doi: 10.1002/aet2.10407. eCollection 2020 Feb.
Despite increasing prevalence in emergency medicine (EM), the vice chair of education (VCE) role remains ambiguous with regard to associated responsibilities and expectations. This study aimed to identify training experiences of current VCEs, clarify responsibilities, review career paths, and gather data to inform a unified job description.
A 40-item, anonymous survey was electronically sent to EM VCEs. VCEs were identified through EM chairs, residency program directors, and residency coordinators through solicitation e-mails distributed through respective listservs. Quantitative data are reported as percentages with 95% confidence intervals and continuous variables as medians with interquartiles (IQRs). Open- and axial-coding methods were used to organize qualitative data into thematic categories.
Forty-seven of 59 VCEs completed the survey (79.6% response rate); 74.4% were male and 89.3% were white. Average time in the role was 3.56 years (median = 3.0 years, IQR = 4.0 years), with 74.5% serving as inaugural VCE. Many respondents held at least one additional administrative title. Most had no defined job description (68.9%) and reported no defined metrics of success (88.6%). Almost 78% received a reduction in clinical duties, with an average reduction of 27.7% protected time effort (median = 27.2%, IQR = 22.5%). Responsibilities thematically link to faculty affairs and promotion of the departmental educational mission and scholarship.
Given the variability in expectations observed, the authors suggest the adoption of a unified VCE job description with detailed responsibilities and performance metrics to ensure success in the role. Efforts to improve the diversity of VCEs are encouraged to better match the diversity of learners.
尽管急诊医学（EM）领域中教育副主任（VCE）这一角色的普遍性日益增加，但在相关职责和期望方面仍不明确。本研究旨在确定现任VCE的培训经历，明确职责，回顾职业发展路径，并收集数据以形成统一的职位描述。
通过电子邮件向EM的VCE发送了一份包含40个条目的匿名调查问卷。通过EM主任、住院医师培训项目主任和住院医师协调员，利用各自的邮件列表发送征集邮件来确定VCE。定量数据以百分比及95%置信区间报告，连续变量以中位数及四分位数间距（IQR）报告。采用开放编码和轴心编码方法将定性数据组织成主题类别。
59名VCE中有47名完成了调查（回复率为79.6%）；74.4%为男性，89.3%为白人。担任该职位的平均时间为3.56年（中位数 = 3.0年，IQR = 4.0年），74.5%的人担任首任VCE。许多受访者还拥有至少一个其他行政头衔。大多数人没有明确的职位描述（68.9%），且报告没有明确的成功衡量标准（88.6%）。近78%的人临床职责有所减少，受保护的时间精力平均减少27.7%（中位数 = 27.2%，IQR = 22.5%）。职责在主题上与教员事务以及部门教育使命和学术研究的促进相关联。
鉴于观察到的期望存在差异，作者建议采用统一的VCE职位描述，明确职责和绩效指标，以确保该角色的成功。鼓励努力提高VCE的多样性，以更好地匹配学习者的多样性。
