Objectives
Emergency medicine (EM) is dedicated to the treatment of urgent and emergent illness requiring physicians to evaluate, treat, and diagnose patients of all ages. EM residency provides the foundation of knowledge enabling trainees to care for any patient. However, specific pediatric curriculum guidance from governing bodies is limited. The literature includes two potential curricula that are cumbersome to implement. Our primary objective was to identify the components of this curricula that were specific to pediatric emergency medicine (PEM). Secondary objectives were to provide a methods framework and to compare the results with the American Board of Emergency Medicine Model of Clinical Practice (EM Model).
Methods
With the modified Delphi technique, iterative rounds of expert panels sought to reach consensus on PEM‐specific topics. We utilized the published curricula as the foundation and focused this list using a group of local experts. Predetermined consensus was defined as 80% agreement.
Results
The literature‐derived list of 190 topics was reviewed by the expert panel. Experts identified 92 PEM‐specific topics, and the remaining 98 topics were deemed adequately covered by general EM curricula. All topics reached consensus after three rounds. The final list was sorted in accordance with the EM Model categories. Redundant topics were consolidated resulting in 68 PEM topics. Of these 68 topics, we identified 20 topics (five of which are critical) that were incompletely covered by the EM Model.
Conclusions
Emergency medicine residency programs should focus their PEM curriculum by deliberately assessing their coverage of key PEM topics. The methods of this study can be replicated to yield locally applicable results in other EM programs. Additionally, the next iteration of the EM Model of Clinical Practice should inform their PEM topics from the available curricula in the literature.
NEED FOR INNOVATIONF ree Open Access Medical (FOAM) resources are a widely available source of education and practice changing information that health care providers utilize in parallel to traditional medical journals. [1][2][3] The tried and true journal club format as we know it today has its origins in the latter half of the 19th century, and this collaborative review of peer-reviewed and publisher-controlled resources has long been a part of medical education. 4 No such widely adopted format exists for the critical appraisal of FOAM content. Given the rapid proliferation of FOAM resources, and the Accreditation Council for Graduate Medical Education (ACGME) endorsement for the use of asynchronous online materials to count for didactic and interactive educational credit in emergency medicine residency training there is a definitive need to create an experience akin to journal club for open educational resources in medicine that teaches users how to critically appraise blogs, podcasts, and other FOAM resources. [5][6][7] BACKGROUND Medical knowledge outpaces the rate of publication in traditional journals. The need to incorporate a structured assessment of FOAM resources is now more critical than ever as the spread of new knowledge occurs largely online. 8 This deluge of information assumes many forms including primary literature, manuscripts, data published online before peer review, and FOAM resources such as blogs and podcasts which are being created by collaborative networks among a growing multidisciplinary community of practice. 3 It is crucial that we critically appraise both FOAM resources and traditional peer-reviewed articles alike. While graduate medical education (GME) includes instruction on the appraisal of primary source articles, there is a gap in training on how to appraise FOAM resources. Our innovation sought to fill this need, and FOAM Club closes this gap.Ongoing work supports a structure and methodology that allows educators and clinicians to assess the quality of FOAM blogs and podcasts using an
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