Physician‐Led Teams: A Model Curriculum for Emergency Medicine Residency

ABSTRACT Background Physician‐led teams in emergency medicine (EM) are associated with higher quality and value than independent non‐physician practice, yet most residents receive little formal preparation in leading inter‐professional teams that include nurse practitioners (NPs) and physician assistants (PAs). Clear, scalable training guidance for residency programs is lacking. Methods We conducted a narrative synthesis of national policy positions, scope‐of‐practice trends, and published literature on team leadership training in EM and related disciplines, including other specialties, nursing, and business/healthcare administration. Drawing on these sources and program leadership experience, we used a consensus‐building process to define goals, core content, and instructional methods for a residency curriculum focused on physician‐led inter‐professional teams. Results We identified persistent training gaps in role clarity, supervision, communication, and systems navigation. The proposed competency‐based curriculum aligns with ACGME core competencies and EM Milestones (with emphasis on ICS2, PC1, and SBP2) and specifies: (1) foundational knowledge of team roles, supervision, and state/regulatory context; (2) leadership and communication skills, including feedback, conflict management, and shared decision‐making; (3) clinical integration through structured bedside supervision of NPs/PAs; (4) quality, safety, documentation/billing, and medicolegal considerations; and (5) longitudinal assessment using direct observation, simulation checklists, multisource feedback (including NPs/PAs), and milestone‐anchored entrustment decisions. Delivery modes include didactics, simulation, mentored clinical “pre‐attending” experiences, and asynchronous resources, adaptable to local practice models. Conclusions EM residency programs can address a critical training gap by adopting a structured, longitudinal curriculum that prepares residents to lead inter‐professional, physician‐led teams. The curriculum presented offers standardized objectives and assessment strategies while allowing local customization, supporting safer supervision, clearer role alignment, and more reliable team performance after graduation.