Elyse Hartleben, MD; Kathleen Williams, MD; Nancy Jacobson, MD
WMJ. 2026;125(1):87-90.
ABSTRACT
Background: Resident education in safety and quality has historically relied on didactics alone. To enhance alignment with the Accreditation Council for Graduate Medical Education (ACGME) milestones, a resident-led case review process was implemented.
Methods: Senior residents reviewed cases for a 1-month period and met quarterly for discussion. Meetings were supervised by emergency medicine faculty and attended by junior residents. Survey feedback and descriptive statistics were used to evaluate the intervention’s impact.
Results: Most residents rated this intervention as “extremely adequate” in teaching ACGME milestones, most notably “participating in the analysis of patient safety events” (n = 13, 54.2%) and “discussing how individual practice effects the broader system” (n = 14, 56.0%) Most enjoyed participation (n = 18, 75.0%).
Discussion: Residents perceived this educational intervention as enjoyable and adequate for teaching ACGME milestones.