Emergency Medicine Residency

Our longitudinal curriculum in Emergency Medicine is a structured educational approach that spreads learning experiences over the entire duration of residency. Our model integrates various aspects of EM training, as below, throughout the residency years. It aims to enhance knowledge retention, skill development, and preparedness for board certification through spaced repetition and interleaved learning

Topics include:

- Addiction Medicine & Toxicology and MAT

- Emergency Medical Services (EMS) & Disaster

- Point-of-Care Ultrasound (POCUS)

- Telemedicine & Digital Health

- Transfers & Transitions of Care

- Multidisciplinary Decision-Making- Team leadership, conflict resolution, critical resus coordination

- Administration & Quality Improvement

- Maternal & Reproductive Emergency Care, OB emergencies, pelvic skills, sexual health

- Observation Medicine

- Health Equity & Social EM

- Palliative, Geriatric, Complex Care

- Resilience, Wellness & Mental Health

- Medical Education & Mentorship

- Disaster, Climate, & Crisis Response

- Lifelong Learning & Procedural Maintenance

- High-Resource Site Exposure

- Low-Resource Site Exposure

- Research & Scholarly Activity Track

- Health Policy & Advocacy

During pediatric-focused rotations, residents participate in in-person clinical and educational sessions alongside board-certified, fellowship-trained Pediatric Emergency Medicine physicians. These sessions include direct patient evaluations in the Emergency Department, oral case discussions, and guided clinical teaching.

Residents also attend pediatric-focused conferences where the education team presents and reviews core pediatric emergency medicine topics. Near the conclusion of each rotation, residents are expected to present an interesting or instructive case to their peers and attending physicians, fostering clinical reasoning and communication skills.

Throughout their four-year training, residents receive dedicated pediatric airway management instruction and hands-on practice. Required educational assignments include pediatric medication dosing reviews and focused readings in pediatric emergency medicine, designed to reinforce safe, evidence-based clinical practice.

All sessions and educational activities are led by Pediatric Emergency Medicine faculty to ensure high-quality, specialty-specific instruction and mentorship.

Every Year Lectures

1. Pediatric Seizures ( afebrile and febrile)

2. Common Upper Respiratory Infections

3. Pediatric Allergic Emergencies

4. Pediatric Respiratory Emergencies ( Upper and lower tract disease)

5. SIDS/ALTE

6. Pediatric orthopedics ( non trauma)

7. Soft Tissue infections of the neck

8. Non-accidental Trauma

9. Appropriate Antibiotic Use in Children

10. Fever in Neonates and Infants/children

11. Pediatric trauma – general differences

12. Pediatric Trauma- head trauma and c-spine

13. Cyanotic Congenital Heart disease

14. Rashes ( to include Newborn rashes)

15. Hemoglobinopathies

16. Interesting Pediatric Radiologic Findings Lecture 1

17. Interesting Pediatric Radiologic Findings Lecture 2

18. Fluids and Electrolytes

19. Diarrhea and Vomiting

20 Pediatric DKA

21. Pediatric EKGs

22. Pediatric Asthma

23. Pediatric RSI

24. Pediatric Orthopedics (trauma)

25. Pediatric UTI

26. Acquired Cardiac Disease ( myocarditis, Kawasaki, cardiomyopathy)

27. Pediatric GI Emergencies

28. The pediatric Acute abdomen

29. Aerodigestive Foreign Bodies and Caustic ingestions

30. Pediatric Shock Management

31. Pediatric Pain Control and Sedation

Every Other Year Lectures

1. Sexual Abuse

2. Formula /formula intolerance

3. Leukemia /Lymphoma

4. Oncologic Emergencies

5. Hematologic Emergencies ( Anemia, Neutropenia, Thrombocytopenia…)

6. Pediatric Focused Toxicology Lecture

7. Drowning

8. Pediatric Psychiatric Issues (Psych faculty)

9. Pediatric Renal Disase

10. Pediatric Headaches

11. Pediatric Metabolic Diseases

12. Pediatric Urologic Emergencies (urologist)

Optional Lectures

1. Malpractice Meningitis

2. Youth and Gang Violence

3. Pediatric Oropharyngeal disease (dental and mucosal)

4. Pediatric Opthalmologic Emergencies

5. Antibiotic Resistance

Intern Lectures in pediatrics

1. Fever in children

2. Introduction to Pediatric Trauma

3. Introduction to the Pediatric patient

5. Pediatric Rapid Sequence intubation

6. Approach to the medical lecture

7. Slide Making lecture

The Oral/OSCI Exam measures skills that cannot be tested on a multiple-choice exam. It's important that ABEM-certified physicians can clearly communicate with patients and their families, organize information about patients, and make good choices for patient management. Although the oral format is being modified, we currently use simulations, foundations and a dedicated semi-annual oral boards test to evaluate clinical skills, bedside manner, communication, professionalism and teamwork. These sessions are led by faculty and visiting residents and students may participate. Our emphasis will be on the new oral and in person ABEM exam. The new Certifying Exam will allow candidates to use the skills and methods learned in training and apply them to simulated, real-world clinical scenarios to determine if they meet the high standards required for the independent practice of emergency medicine.

We will focus on these two areas:
Clinical Care cases are based on guided scenarios that will require candidates to facilitate a dialogue with an examiner to demonstrate how they prioritize patient care, assess their adaptability to unexpected clinical changes, and interact with various sources of information.
OSCE cases will assess communication, professionalism, and technical skills related to patient care. Scenarios could involve standardized patient actors or procedural equipment.

Our new simulation scenarios will focus on testing: It will assess:

• High-stakes Communications and Difficult Conversations
• Patient Communications Beyond Diagnosis
• Procedural Skills
• Clinical Decision Making/Shared Decision Making
• Team Management
• Leadership
• Troubleshooting
• Task Switching
• Prioritization

Journal Club is held monthly. We use an evidence-based approach and review articles on diagnosis and therapy, focusing on meta-analyses whenever possible. We choose landmark studies that have an applicability and impact on clinical care. We expect the residents to read and critically appraise the articles using worksheets that we provide. These presentations are led by a senior resident in consultation with a faculty member. These presentations are open to visiting residents and medical students. Occasionally these presentations will be multi-disciplinary in format depending on which medical topic the review may involve.

These also will be hosted outside of didactics to promote wellness. Several primary articles with accompanying supporting articles are selected on a particular topic (which may include practice-changing research) with a focus on evidence-based medicine. Journal Club participants scrutinize the methodology and the statistical analysis of the research and discuss the broader implications of the results. Journal club is an opportunity for lively debate and provides a wonderful venue for camaraderie and fellowship.

Rather than simply functioning as a vehicle by which to review the EM literature, our version of "journal club" uses a carefully structured curriculum to create a foundation for critical thinking upon which residents build the expertise to meaningfully reflect on their own knowledge gaps, identify and efficiently interpret the relevant evidence and refine their clinical practice in the application of their discoveries at the bedside. In so doing, we create educated consumers of the medical literature, but moreover, life-long learners whose patients are guaranteed to receive the best care.

Life-long learning skills are essential for practicing physicians. Therefore, understanding the basic principles of EBM and appraising the literature is a core competency to be learned during residency. Journal club is the primary vehicle the program uses to teach residents the skills to maintain proficiency in the ever-evolving field of medicine. Specifically, JC is resident-driven, helps to assess milestones, and helps to achieve the core goal in developing skills as a life-long learner.

The goals for journal club include the ability to:

• Form a clinical question in PICO format
• Find literature to answer the question
• Appraise the literature
• Apply the findings to clinical practice, as applicable

• Administration
• Education
• EMS
• Event Medicine
• Global Health/Health Equity
• Research
• Rural EM
• Ultrasound

AdventHealth Tampa offers a comprehensive faculty–resident mentorship program designed to provide consistent guidance, professional development, and personal support throughout residency training. Each resident is paired with a dedicated faculty mentor who provides longitudinal mentorship from the start of training through graduation.

Mentors meet with their mentees on a quarterly basis and are actively engaged in supporting academic progress and career development. This includes helping residents track educational milestones, maintain procedural logs, keep certifications current, and develop and update a professional curriculum vitae. Mentors also guide residents in exploring scholarly and career interests and facilitate connections with departmental subspecialists or assist directly with project development and research initiatives.

Beyond academic and professional growth, mentors focus on residents’ personal well-being and adjustment to the demands of residency. The mentor–mentee relationship is designed to be a safe, supportive space where residents can openly discuss challenges, seek guidance, and raise concerns related to training or wellness.

While residents are encouraged to build multiple mentoring relationships throughout their residency, their assigned faculty mentor remains a consistent point of support—providing individualized guidance, advocacy, and assistance in areas requiring additional focus or development.

The mentorship program also plays a key role in preparing residents for a smooth transition into fellowship training or independent practice, ensuring graduates are well supported as they advance to the next stage of their careers

As residents progress through emergency medicine residency training, there is often a desire to develop greater knowledge and experience in an area within emergency medicine. To facilitate this as well as to assist those without a preference in developing further experience, the Department of Emergency Medicine has developed a process to gain this experience. This process involves identification of an area of focus, oversight by identified faculty within that interest area, focused study and activities, as well as the opportunity to participate in scholarly activity within that area. Areas of focus include:

• Academics
• Addiction Medicine/Tox
• Administration
• Advocacy
• Critical Care
• EMS
• Global Health
• Simulation
• Ultrasound
• Patient safety and quality
• Disparities in healthcare

Process

At the conclusion of the PGY1 year, the resident identifies their area of interest. This determination is made in cooperation with the program director. Once identified, the resident will meet with the individual(s) responsible for that area. Specific learning materials and resources will be provided to the resident. Dedicated time during the PGY2 year will be provided to provide protected time to focus on the identified area.

Responsibilities of the Resident

The resident will:

• Identify an area of interest
• Meet with the attending physician(s) responsible for that area
• Study and review the resources provided for that area
• Participate in activities related to that activity
• Consider activities related to that area at national/regional meetings
• Participate in scholarly activities related to that area

Responsibilities of the Program and Supervising Physicians

• Provide physicians with expertise in identified areas of interest
• Provide resources and materials related to that area of interest
• Provide dedicated time during the rotation schedule for this area of interest
• Provide opportunities for scholarly activity related to the identified area of interest

Elective Opportunities

• Addiction Medicine/Tox
• Administration
• Advocacy
• Critical Care
• EMS
• Global Health
• Simulation
• Ultrasound
• Patient safety and quality
• Disparities in healthcare
• AdventHealth subspecialties

The Department of Emergency Medicine maintains encourages education in Disparities and Inclusion through a curriculum focused on advancing health equity and addressing healthcare disparities within our department and the communities we serve.

We plan to host regular educational sessions open to faculty, residents, and medical students, including “lunch and learn” discussions led by members of the EM disparities team. Our commitment to this also spans the recruitment and selection process, helping ensure our commitment to diversity, equity, and inclusion is reflected in trainee recruitment, selection, and retention.

To further support equitable access and engagement, the department organizes informational webinars for applicants across institutional specialties. These sessions highlight the program’s learning environment, life in Tampa, and the many health equity and community outreach initiatives on the AdventHealth Tampa campus that strengthen the pathway into our residency program.

Through these efforts, we strive to cultivate a diverse and inclusive House Staff that reflects the communities we serve and is equipped to provide compassionate, culturally responsive care.

The ACGME expects residents to participate in the education of students, peers, and other healthcare professionals. The Liaison Committee on Medical Education requires residents to demonstrate familiarity with clerkship educational objectives and be prepared for their roles in teaching and assessment. In response, and to enhance residents’ teaching skills, AdventHealth Tampa emergency medical program will implement a dedicated “Resident-As-Teacher” curriculum to begin their first academic year. The curriculum will consist of a combination of formal instruction and practical experience, to take place both during conference and at the bedside. Educational theory and topics will be taught throughout the year by the department’s educational leadership team, including the GME faculty through a variety of modalities. The practical component of the curriculum will consist of formal education to be delivered to the program by the residents as follows:

PGY-1​ Residents each present three to four 30-minute didactic on a core emergency medicine topic.

PGY-2​ Residents each present six 30-minute didactic on a core emergency medicine topic and more evidence based, Also, one 30-minute Morbidity & Mortality didactic, the topic and content for which are identified during the administrative rotation. They will be required to present a quality assurance project idea and summarize implantation.

PGY-3​ Residents each present six 30-minute didactic on a core emergency medicine topic, and one 60-minute Grand Rounds format didactic, the content of which includes a combination of best and most recent evidence and is meant to be immediately translatable to an external speaking engagement. They will also moderate and lead journal club sessions. They are also required to present a poster and/or abstract on their research project.

PGY-4​ Residents each present six 30-minute didactic on a core emergency medicine topic, and one 60-minute Grand Rounds format didactic, the content of which includes a combination of best and most recent evidence and is meant to be immediately translatable to an external speaking engagement. They will also moderate and lead journal club sessions. They will also present medical student and off-service lectures.

Each resident has a faculty mentor available to assist them with developing their educational sessions and evaluate them on their level of preparation and execution of the instructional plan.