We believe that in the competitive job market of academic PEM, having an academic niche makes graduates more marketable and furnishes them with additional skills that provide advantages in the transition to junior faculty.
PEM Fellows have a robust option of research experience with the help of faculty in Department of EM and Pediatrics at Alpert Medical School and at School of Public Health under guidance of the Fellowship Research Director and the Scholarship Oversight Committee. The research education is tailored for each fellow’s individual goals and objective either with an advanced degree through the Brown University School of Public Health or through the Department of Emergency Medicine Fellow Research Course Tuition is fully supported by the Department.
PEM fellows are given the option to complete either:
- 8 courses (including a thesis) during fall and spring over the period of three years of fellowship training.
PGY5 Fellow Stephanie Ruest, MD, MPH receives Masters in Public Health. We congratulate her on this outstanding achievement!
- 4 courses (involving biostatistics, epidemiology, surveys, and qualitative research) over the fellowship. The course is aimed for the physicians who want to have a less vigorous form of research education and still have a formal acknowledgement of obtaining such training.
For fellows who do not pursue either the MPH or the Certificate program but wish to pursue a specialized academic interest we offer specific scholarly concentrations or “tracks” within the fellowship –in order to develop additional skills, make graduating fellows more marketable, and improve their rate of academic success.
SCHOLARLY CONCENTRATIONS “TRACKS”
The PEM fellowship offers 3 scholarly concentrations in specific areas.
The dedicated fellow upon discussion with the PEM ultrasound program director may choose to complete a focus on advanced training in bedside point of care ultrasound. This would require completion of 600 scans over the course of the fellowship, as well as completion of a hypothesis driven ultrasound based research project (with the goal of presentation at a national meeting as publication in a peer reviewed manuscript). Additionally attendance would be required at the weekly tape review meetings and additional administrative as well as ultrasound teaching responsibilities. Additionally the fellow will have the opportunity to attend ultrasound focused national meetings.
This scholarly concentration will allow the fellow to understand the running of a high fidelity medical simulator and the workings of a busy, academic simulation center. In addition to additional time teaching and developing simulations, the fellow will complete a hypothesis driven simulation based research project (with the goal of presentation at a national meeting as publication in a peer reviewed manuscript). The fellow will attend business operations meetings at the simulation center and be responsible for teaching various simulation-based courses. Additionally the fellow will have the opportunity to attend simulation focused national meetings.
The fellow will participate in advanced coursework towards a certificate in medical education. In addition to additional time teaching and developing new educational modalities, the fellow will complete a hypothesis driven educational based research project (with the goal of presentation at a national meeting as publication in a peer reviewed manuscript). The fellow will also be involved in the annual educational retreat and attend the Dept of EM educational section’s meetings. Additionally the fellow will have the opportunity to attend education focused regional and national meetings.
All fellows must participate in a core curriculum in scholarly activities. This curriculum should provide skills that lead to an in-depth understanding of biostatistics, clinical and laboratory research methodology, study design, preparation of applications for funding and/or approval of clinical or research protocols, critical literature review, principles of evidence-based medicine, ethical principles involving clinical research, and the achievement of proficiency in teaching. The curriculum should lead to an understanding of the principles of adult learning and provide skills to participate effectively in curriculum development, delivery of information, provision of feedback to learners, and assessment of educational outcomes.