title: Teaching the Emergency Department Patient Experience: Needs Assessment from the CORD-EM Task Force.
abstract: BACKGROUND
  Since the creation of Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) patient satisfaction (PS) scores, patient experience (PE) has become a metric that can profoundly affect the fiscal balance of hospital systems, reputation of entire departments and welfare of individual physicians. While government and hospital mandates demonstrate the prominence of PE as a quality measure, no such mandate exists for its education. The objective of this study was to determine the education and evaluation landscape for PE in categorical emergency medicine (EM) residencies.
  
  
  METHODS
  This was a prospective survey analysis of the Council of Emergency Medicine Residency Directors (CORD) membership. Program directors (PDs), assistant PDs and core faculty who are part of the CORD listserv were sent an email link to a brief, anonymous electronic survey. Respondents were asked their position in the residency, the name of their department, and questions regarding the presence and types of PS evaluative data and PE education they provide.
  
  
  RESULTS
  We obtained 168 responses from 139 individual residencies, representing 72% of all categorical EM residencies. This survey found that only 27% of responding residencies provide PS data to their residents. Of those programs, 61% offer simulation scores, 39% provide third-party attending data on cases with resident participation, 37% provide third-party acquired data specifically about residents and 37% provide internally acquired quantitative data. Only 35% of residencies reported having any organized PE curricula. Of the programs that provide an organized PE curriculum, most offer multiple modalities; 96% provide didactic lectures, 49% small group sessions, 47% simulation sessions and 27% specifically use standardized patient encounters in their simulation sessions.
  
  
  CONCLUSIONS
  The majority of categorical EM residencies do not provide either PS data or any organized PE curriculum. Those that do use a heterogeneous set of data collection modalities and educational techniques. American Osteopathic Association and Accreditation Council for Graduate Medical Education residencies show no significant differences in their resident PS data provision or formal curricula. Further work is needed to improve education given the high stakes of PS scores in the emergency physician's career.
authors.affiliation: Thomas Jefferson University, Sidney Kimmel Medical College, Department of Emergency Medicine, Philadelphia, Pennsylvania.
authors.forename: Kory S
authors.initials: KS
authors.lastname: London
authors.affiliation: University of Colorado, Denver, Colorado.
authors.forename: Jeffrey
authors.initials: J
authors.lastname: Druck
authors.affiliation: Kaiser Permanente, San Diego Medical Center, San Diego, California.
authors.forename: Matthew
authors.initials: M
authors.lastname: Silver
authors.affiliation: Hackensack University Medical Center, Hackensack, New Jersey.
authors.forename: Douglas
authors.initials: D
authors.lastname: Finefrock
mesh_terms: D026683:Advisory Committees; D003479:Curriculum / Q000639:trends; D004503:Education, Medical, Graduate / Q000592:standards*; D004521:Educational Measurement / Q000706:statistics & numerical data*; D004635:Emergency Medicine / Q000193:education*; D006801:Humans; D007396:Internship and Residency; D020380:Needs Assessment; D008486:Physician Executives; D011446:Prospective Studies; D011795:Surveys and Questionnaires; D014481:United States