Enhancing emergency medicine faculty development: A strategic approach to bridging clinical skill gaps

Abstract

Background: Emergency medicine (EM) is a dynamic field requiring continual procedural proficiency, particularly in high-acuity, low-occurrence (HALO) procedures such as cricothyrotomy and transvenous pacemaker placement. Despite the importance of these skills, many EM faculty members face challenges maintaining proficiency due to limited time and exposure.

Objective of the innovation: This faculty development initiative aimed to address skill degradation in HALO procedures and other critical clinical pathways among mid- and senior-career EM faculty.

Development process and implementation: Targeting 56 faculty members across a four-year EM training program, the initiative incorporated anonymous needs assessments and feedback from residents and consulting services. Over four years (2019-2023), eleven interactive sessions were delivered during faculty meetings and retreats, blending didactic presentations with hands-on practice.

Outcomes: Participation rates were high, with five topics achieving attendance over 100% through voluntary session repeats and spaced repetition. One-on-one workshops provided advanced training in airway management and ultrasound-guided procedures, with 49 faculty members attending. Feedback was overwhelmingly positive, with faculty endorsing continued participation in future sessions. As a result, participation in at least one session per year is now tied to value-based incentive compensation.

Conclusions: While challenges remain, such as expanding access and incentivizing attendance, the initiative underscores the critical importance of targeted faculty development to ensure ongoing competency in evolving clinical skills and procedures.