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Since the creation of HCAHPS Patient Satisfaction (PS) scores, Patient Experience (PE) has
become a metric that can profoundly affect the fiscal balance of hospital systems, reputation of
entire departments and welfare of individual physicians. While government and hospital mandates
demonstrate the prominence of PE as a quality measure, no such mandate exists for its education.
The objective of this study was to determine the education and evaluation landscape for PE in
categorical Emergency Medicine (EM) residencies.This was a prospective survey analysis of the Council of Emergency Medicine Residency Directors
(CORD) membership. Program directors (PDs), assistant PDs and core faculty who are part of
the CORD listserv were sent an email link to a brief, anonymous electronic survey. Respondents
were asked their position in the residency, the name of their department, and questions regarding
the presence and types of PS evaluative data and PE education they provide.146 responses were obtained from 139 individual residencies, representing 72% of all categorical
EM residencies. This survey found that only 27% of responding residencies provide PS data to
their residents. Of those programs, 61% offer simulation scores, 39% provide third party attending
data on cases with resident participation, 37% provide third party acquired data specifically about
residents and 37% provide internally acquired quantitative data.
Only 35% of residencies reported having any organized PE curricula. Of the programs that provide
an organized PE curriculum, most offer multiple modalities. 96% provide didactic lectures, 49%
small group sessions, 47% simulation sessions and 27% specifically use standardized patient
encounters in their simulation sessions.
The majority of categorical EM residencies do not provide either PS data or any organized PE
curriculum. Those that do utilize a heterogeneous set of data collection modalities and educational
techniques. AOA and ACGME residencies show no significant differences in their resident PS
data provision or formal curricula. Further work is needed improve education given the high stakes
of PS scores in the EM physician’s career
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