A Needs Assessment for a Longitudinal Emergency Medicine Intern Curriculum

Abstract

IntroductionA key task of emergency medicine (EM) training programs is to develop a consistent knowledge of core content in recruits with heterogeneous training backgrounds. The traditional model for delivering core content is lecture-based weekly conference; however, a growing body of literature finds this format less effective and less appealing than alternatives. We sought to address this challenge by conducting a needs assessment for a longitudinal intern curriculum for millennial learners.MethodsWe surveyed all residents from the six EM programs in the greater Chicago area regarding the concept, format, and scope of a longitudinal intern curriculum.ResultsWe received 153 responses from the 300 residents surveyed (51% response rate). The majority of respondents (80%; 82% of interns) agreed or strongly agreed that a dedicated intern curriculum would add value to residency education. The most positively rated teaching method was simulation sessions (91% positive responses), followed by dedicated weekly conference time (75% positive responses) and dedicated asynchronous resources (71% positive responses). Less than half of respondents (47%; 26% of interns) supported use of textbook readings in the curriculum.ConclusionThere is strong learner interest in a longitudinal intern curriculum. This needs assessment can serve to inform the development of a universal intern curriculum targeting the millennial generation.

Enhancing intern emergency medicine education using a combined didactic and web‐based learning curriculum: The EDGE programme

“…It allows for asynchronous delivery of information where interns are able to work through and review material at their own pace . It allows for better use of limited classroom educational time by allowing senior clinicians to focus on advanced topics rather than reviewing basic information . It also allows classroom sessions to be more hands‐on and involved as interns come into sessions with a better background knowledge from doing the web‐based learning beforehand …”

“…Educational programmes that utilise web‐based learning can be more resource intensive than traditional classroom‐based education . Infrastructure, as well as expertise, is required to develop and maintain a successful web‐based learning platform . Initial costs may be offset by savings in educational expenses (i.e.…”

“…Interns may be based at centres that do not see the full spectrum of emergency presentations. ED shift work precludes trainees from regular attendance at educational sessions . A growing body of literature has also shown that the traditional model of delivering education through a lecture‐based format is less effective and appealing to millennial learners …”

“…There are several theoretical advantages to integrating web‐based material into an intern emergency medicine educational programme. A structured web‐based curriculum gives interns exposure to and an appreciation for the breadth of emergency medicine . By doing web‐based learning prior to attending classroom sessions, classroom time can be spent on more advanced concepts, doing hands‐on activities, and addressing learners' specific needs rather than reviewing basic material .…”

“…A structured web‐based curriculum gives interns exposure to and an appreciation for the breadth of emergency medicine . By doing web‐based learning prior to attending classroom sessions, classroom time can be spent on more advanced concepts, doing hands‐on activities, and addressing learners' specific needs rather than reviewing basic material . Web‐based learning is also well suited to ED shift work because it allows for the asynchronous delivery of learning material where interns can work through topics in their own time .…”