The ACCEL Program

In order to encourage and enable scholarly pursuits and more advanced professional development opportunities for our residents, we are developing a series of longitudinal scholarly lines (areas of distinction). Each has one or more faculty mentors with expertise in that line. We have dubbed this the “Advanced Clinical and Career Enrichment Line (ACCEL)” Program.

ACCEL Program emphasis

1) Advanced nature of this beyond a basic EM residency
2) Clinical, with enhanced opportunities not only academically but clinically, through more supervisory roles, advanced clinical experiences, deeper dives with ACCEL electives and selectives, etc.
3) Career Enrichment, by helping to enrich their careers by giving them advanced training and mentorship in their chosen subspecialty
4) Line emphasizing that this is a longitudinal program, integrated throughout the 4 years in their chosen Line to maximize benefit.

Residents will attend regular Line meetings and educational events. The Lines will allow residents to exchange ideas for scholarship, as well as to collaborate on projects. Each resident will be expected to complete a scholarly project in the 4 years and to prepare a publishable manuscript. We will also facilitate and support presentation of their work at appropriate regional, national and international meetings.

Electives and selectives specific to each will also provide them with both clinical and professional development opportunities specific to their goals.

6 Key Components for Success

Global and Population Health

  • International Emergency Medicine*
  • Social and Population Health*
  • EMS/Disaster*
  • Wilderness Medicine*

Medical Education

  • Academic Emergency Medicine*
  • Simulation*
  • Medical Student Education
  • Graduate Student Education
  • FOAMED/Social Media and Education
  • Medical Humanities
  • **Access to Clinical Teaching Scholars Seminars Program**

Advanced In-Hospital Medical Care and Clinical Operations

  • Pediatric Emergency Medicine*
  • Critical Care*
  • Emergency Ultrasound*
  • Cardiovascular Emergency Medicine*
  • Sports Medicine*
  • Clinical Operations/Administrative*

Resource: Research Curriculum

  • Embedded research curriculum for all PGY-3
  • In all tracks, supporting each resident's publishable manuscript project

Resource: CTSS Program

  • Honors Certificate Program in Clinical Teaching
  • Available to all residents, faculty and fellows who apply with qualified project

Resource: Clinical Coaching

  • Focused Clinical Coaching Program
  • Available to residents who wish to enhance clinical performance
  • May be part of targeted learning plan if recommended by CCC

3 ACCEL Lines (Top), 3 Resource Programs (Below)

These ACCEL lines have been developed from areas in which we already have significant expertise. They are organized into three main Lines, with several tracks available within each line.

In addition to the three ACCEL Lines, ACCEL also builds upon three key resource programs for success (Figure 2 above). These three programs are:

1) Embedded Research Curriculum

All of our residents take part in our journal club series, beginning in intern year. However, the new ACCEL curriculum allows us to take our research curriculum to a much deeper level, with the goal of helping our residents create a high-quality publishable manuscript in their chosen area of expertise.

As per the timeline above, our residents are asked to select a Line by the end of their first year, and a Track within that line, as well as a potential project for exploration, by the end of the 2nd year.

Regardless of Line and Track, all residents will benefit from our new embedded research curriculum. This will include a series of innovative, interactive workshops on scholarship, research design, and research methodology.

2) Clinical Teaching Scholars Seminars Series

Our residents will be eligible to apply to the interdisciplinary Clinical Teaching Scholars Seminars Series (CTSS), endorsed by the Stanford University School of Medicine Teaching and Mentoring Academy.

CTSS offers faculty, fellows, and residents from any department key medical education concepts and tools in succinct on-site monthly seminars that take into account their busy clinical schedules. Nine seminars are offered each year, including topics such as designing assessments, giving feedback, and bedside teaching. Participants apply what they have learned to their own curriculum projects, receiving near-peer and faculty mentoring in small break-out sessions immediately after the seminars.

CTSS also offers an Honors Certificate in Medical Education to applicants who complete the requirements over one or two years, complete a scholarly project, and present his/her project in a culminating Annual Stanford Medical Education and Innovation Conference with a keynote panel of internal and external experts, project presentations, and workshops.

The EM Residency Program Director, Sarah Williams, is a co-founder and co-director of this interdisciplinary program. We have gained major traction within the institution, and now have almost 100 Scholars, Junior Mentors, and Mentors, representing many departments institution-side. This rapid growth, and our recent endorsement by the Teaching and Mentoring Academy, are extremely beneficial to our image as an emerging but already ground-breaking new academic department.

3) Clinical Coaching Program

A critical goal of our residency program is to train outstanding clinicians who can practice in any clinical environment, no matter how complex or difficult. We have (by design) structured our clinical training to take advantage of three different practice environments: academic, county, and community.

We plan to initiate a new Clinical Coaching Program (comprised of faculty at all three of our institutions) that will enable our residents to get 1:1 clinical coaching to focus on specific clinical skill acquisition. This can be prompted by either 1) resident request, so that the resident can finely tune specific skills, or 2) it may be required by the CCC as part of an individualized learning plan for a specific resident or if additional data is needed to make an appropriate assessment.

Suggested Timeline for Declaring “Line” and “Track”

* * Note: A resident may apply for an independent studies track provided they are in excellent standing and have sufficient faculty support and mentorship. This will be on a case-by-case basis and will require prior approval.

By end of PGY-1 year

  • Choose from one of three Lines
  • Select preliminary ACCEL mentor

By end of PGY-2 year

  • Choose Track within a Line*
  • Complete research preparation series
  • Develop scholarly focus and project idea, utilizing selective and elective time
  • Identify and develop collaborators

PGY-3 and PGY-4 year

  • Make meaningful progress towards project completion
  • Use selective/elective time to hone niche/acquire additional skills as needed