Teaching and evaluating multitasking ability in emergency medicine residents - what is the best practice?

Abstract

Multitasking is an essential skill to develop during Emergency Medicine (EM) residency. Residents who struggle to cope in a multitasking environment risk fatigue, stress, and burnout. Improper management of interruption has been causally linked with medical errors. Formal teaching and evaluation of multitasking is often lacking in EM residency programs. This article reviewed the literature on multitasking in EM to identify best practices for teaching and evaluating multitasking amongst EM residents. With the advancement in understanding of what multitasking is, deliberate attempts should be made to teach residents pitfalls and coping strategies. This can be taught through a formal curriculum, role modeling by faculty, and simulation training. The best way to evaluate multitasking ability in residents is by direct observation. The EM Milestone Project provides a framework by which multitasking can be evaluated. EM residents should be deployed in work environments commiserate with their multitasking ability and their progress should be graduated after identified deficiencies are remediated.

Keywords: Evaluation; Medical education; Multitasking.

Figure 1

Screen snapshot of an emergency medicine record system. Visual cues on an EMR system highlight unreviewed investigation results (P, point of care; X, X-ray; E, EKG; in red), patient location, and patients awaiting disposition.