1. A Novel Approach to Mandatory Resident Scholarly Activities Carly Eastin, MD, Travis Eastin, MD, MS, Lee Wilbur, MD, Rawle Seupaul, MD Department of Emergency Medicine, University of Arkansas for Medical Sciences, Little Rock, AR BACKGROUNDRESULTS METHODS Table 1: Program Requirements for Scholarly Activity Accreditation Council for Graduate Medical Education (ACGME) Section IV.B of the Emergency Medicine Program Requirements 1 IV.B.1. The curriculum must advance residents’ knowledge of the basic principles of research, including how research is conducted, evaluated, explained to patients, and applied to patient care. IV.B.2. Residents should participate in scholarly activity. IV.B.3. The sponsoring institution and program should allocate adequate educational resources to facilitate resident involvement in scholarly activities. Completion of the scholarly activity requirement can be confusing for residents as the specifications of what qualifies as scholarly are vague. Traditionally, scholarly activity has been equated with research. While original research is an important component of scholarly activity, there are many other ways to meet this requirement. Unfortunately, due to the ambiguity of this residency requirement, residents often participate in projects that may have little relevance to their future career. Our goal was to create an objective scholarly activity guideline allowing residents to tailor their scholarly pursuits in alignment with their interests. We searched MEDLINE and PubMed to identify guidelines and descriptive publications relevant to our goal. Additionally, to be compliant with the Accreditation Council for Graduate Medical Education (ACGME), we reviewed the description of scholarly activities in the Program Requirements for Emergency Medicine (Table 1). Defining Scholarly Activity 8 publications were identified and reviewed. Subsequently our committee defined scholarly activity based on the recommendations of Boyer’s 4 components of scholarship as well as a rubric recently proposed by the ACGME. The four components of scholarship include: Discovery, Integration, Application, and Teaching. 2,3 Scholarly Activity Requirements Because a diverse collection of activities qualify as scholarship, points were assigned to each. This point system (Table 3) will ensure all residents are treated equally by accounting for the fact that different projects will likely require varying amounts of a resident’s time and effort. In addition to activities defined by the point system, residents are also required to complete administrative tasks (Table 2). These are designed to ensure that residents are able to understand research in an academic setting as well as present their scholarly work to colleagues. Table 2: Proposed UAMS Scholarly Activity Requirement Requirements for Scholarly Activity Completion Earn at least 10 points on the scholarly activity point system Complete departmental Evidence-Based Medicine modules Attend 1 research committee meeting per year Present scholarly work at departmental research day

2. A Novel Approach to Mandatory Resident Scholarly Activities Carly Eastin, MD, Travis Eastin, MD, MS, Lee Wilbur, MD, Rawle Seupaul, MD Department of Emergency Medicine, University of Arkansas for Medical Sciences, Little Rock, AR RESULTS REFERENCES 1. ACGME Program Requirements for Graduate Medical Education in Emergency Medicine. Accreditation Council for Graduate Medical Education, 2012. Downloaded on March 14, 2014 at https://http://www.acgme.org/acgmeweb/Portals/0/PFAssets/2013-PR- FAQ-PIF/110_emergency_medicine_07012013.pdf.) 2. Boyer EL. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching, 1990. 3. Grady EC, Roise A, Barr D, et al. Defining scholarly activity in graduate medical education. Journal of graduate medical education 2012;4:558-61. 4. Seehusen DA, Asplund CA, Friedman M. A point system for resident scholarly activity. Family medicine 2009;41:467-9. CONCLUSIONS Required scholarly activities can be tailored to the interests of each resident. Incorporating an objective point system will allow residents to plan their scholarly project(s) as early as their intern year with little ambiguity. We anticipate that this will increase the scholarly output from the department as a whole. Future research will be focused on measuring scholarly output over time as well as obtaining feedback from residents on their perceived satisfaction with the new guideline. Table 3: Scholarly Activity Point System Type of Scholarly Activity*Points IRB-approved project completed with manuscript submitted to a peer-reviewed journal 10 Submission of a manuscript describing a case series, systematic review, or meta-analysis 10 Presentation of a poster or oral presentation at a regional, national, or international conference 5 Publication of a book chapter or section.10 Quality-improvement project completed and results shared with peers7 Initiation of IRB-approved or QI project but project still ongoing at time of graduation 8 - 10 Submission of a grant for intramural or extramural funding (with IRB approval)10 Creation and maintenance of an online teaching tool5 Publication of a letter to the editor in a peer-reviewed medical journal.3 - 5 Creation of simulation case for simulation curriculum (not published vs published) 3 - 10 Submission to peer-reviewed journal or national conference of a series of interesting cases (ie, visual diagnosis cases or photo competition) 3.5 Publications for the lay public, such as newspaper articles, on medical topics3 Participation on a national committee5 Critically appraised topic write-up and submission to journal5 *Adapted from the Department of Family Medicine and Community Medicine at Eisenhower Army Medical Center 4. Types of activities and points eligible were modified to reflect the needs of the UAMS Department of Emergency Medicine.