Emergency medicine (EM) educators have published several curricular guides designed for medical student rotations and experiences. These guides primarily provided brief overviews of opportunities to incorporate EM into all 4 years of the medical student curriculum, with one specific to the fourth year. However, there are no published guidelines specific to third-year medical students rotating in EM. Given the differences between third-year and fourth-year students in terms of clinical experience, knowledge, and skills, the Clerkship Directors in Emergency Medicine (CDEM) established the Third-year EM Medical Student Curriculum Work Group to create a third-year curriculum. The work group began this process by developing consensus-based recommendations for the content of a third-year medical student EM rotation, which are presented in this syllabus.ACADEMIC EMERGENCY MEDICINE 2011; 18:S36-S40 ª 2011 by the Society for Academic Emergency Medicine E mergency medicine (EM) educators have published several curricular guides designed for medical student rotations and experiences. [1][2][3][4] These guides have primarily provided brief overviews of opportunities to incorporate EM into all 4 years of the medical student curriculum, encompassing both the preclinical student years and the clinical rotations. In 2006, a task force of EM medical student educators published a curricular guide designed specifically for students participating in a fourth-year EM rotation.5 Recently, the Clerkship Directors in EM (CDEM) published a revision of this guide. 6 However, there are no published guidelines specific to third-year medical students rotating in EM.Twenty-six U.S. medical schools offer EM rotations for third-year students, each created independently without a standardized guide for the content and structure of the rotation.7 Educators currently developing a third-year EM rotation face a similar situation: create a curriculum de novo or default to using the fourth-year curricular guide. There currently is no literature that differentiates the benefits of doing an EM rotation during the third year compared to the fourth year of medical school, and there is very little information about what the difference is between educating a student in each of these clinical years.3 Exposure to basic EM principles, such as the approach to the undifferentiated patient and stabilization of the acutely ill or injured patient, the presence of faculty on site at all times, and the Liaison Committee on Medical Education (LCME)'s recommendation that ''educational opportunities must be available in multidisciplinary content areas, such as emergency medicine …'' all lend support to our specialty being included during medical school training, but these are not specific to any individual year. 8Creating a curriculum for a third-year student rotating in EM poses several challenges compared to the fourth-year curriculum. First, most EM rotations currently are offered during the fourth year and there is a paucity of models of a third-year curric...
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