A Novel Curriculum to Optimize Emergency Medicine Residents’ Exposure to Pediatrics

Merritt, Chris; Gaines, Sarah A.; Smith, Jo; Santen, Sally A.

doi:10.5811/westjem.2016.10.31248

Cited by 8 publications

(7 citation statements)

References 17 publications

(11 reference statements)

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“…To ensure that learning needs are met, it is necessary to implement a curriculum to expose every student to critical medical cases relevant to the rotation. An individualized learning plan (ILP) must be crafted at the start of the rotation while it must consider the context of the situated learning and should begin with a targeted needs assessment for every learner to determine the skills that they have already practiced in previous rotations (Merritt et al, 2017). ILP is an efficient tool for preceptors to meet the needs of the learners, increase student satisfaction in the rotations, and improve feedback.…”

Section: A Learner-centered Teaching Approach For Clinical Student Ro...mentioning

confidence: 99%

“…The comprehension levels of the students can be checked through open discussions, relevant questions, and feedback sessions. Assessment should be done at the end of every week, while areas that should be evaluated include patient interaction skills, decision-making based on diagnostic tests, physical examination, and notewriting skills (Merritt et al, 2017;Chinai et al, 2018). Performance anxiety that students experience can be tackled by giving feedback in the rotation.…”

Section: A Learner-centered Teaching Approach For Clinical Student Ro...mentioning

confidence: 99%

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Learner-Centered Teaching

Benson

2022

IRJMETS

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The learner-centered teaching (LCT) approach, also known as student-centered or child-centered teaching, is characterized by student participation and a focus on tailoring teaching methodologies to individual student needs, learning styles, skills, and goals. It involves clear skill instruction, reflection on learning and how it is achieved, student control over learning, and collaboration within the classroom community. The benefits of LCT include increased student engagement, improved learning outcomes, and the development of lifelong learning skills. However, it can also face barriers, including the need for extensive planning and preparation, the potential for unequal participation among students, and the need for teacher training and support. Technology can enhance LCT by providing access to a wide range of learning materials and resources, facilitating communication and collaboration, and allowing for personalized and flexible learning. Interprofessional education can also be integrated into LCT by promoting collaboration and teamwork among students from different professional backgrounds. In a clinical context, LCT can be applied by involving students in patient care and decision-making, providing experiential learning and reflection opportunities, and using simulation and other interactive teaching methods.

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Section: A Learner-centered Teaching Approach For Clinical Student Ro...mentioning

confidence: 99%

Section: A Learner-centered Teaching Approach For Clinical Student Ro...mentioning

confidence: 99%

Learner-Centered Teaching

Benson

2022

IRJMETS

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“…Even after three decades of efforts to improve PEM education for medical students, residents, and emergency providers, there remains no clearly defined core PEM curriculum that unifies and drives the learning process . A central tenet of the consensus discussion was that dissemination of PEM knowledge must be achieved through a standardized pediatric emergency curriculum, notably for board certification of emergency medicine residents and ultimately for maintenance of certification .…”

Section: Individual Research Priority/agenda Itemsmentioning

confidence: 99%

2018 Academic Emergency Medicine Consensus Conference: Advancing Pediatric Emergency Medicine Education Through Research and Scholarship

Klig

Fang

Fox

et al. 2018

Academic Emergency Medicine

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To achieve high-quality emergency care for pediatric patients nationwide, it is necessary to define the key elements for pediatric emergency medicine (PEM) education and scholarship that would: 1) close the gaps in fundamental PEM education and 2) promote systems and standards that assure an ongoing communication of best practices between tertiary pediatric institutions, general (nonchildren's) hospital emergency departments, and urgent care centers. A working group of medical educators was formed to review the literature, develop a framework for consensus discussion at the breakout session, and then translate their findings into recommendations for future research and scholarship. The breakout session consensus discussion yielded many recommendations. The group concluded that future progress depends on multicenter collaborations as a PEM education research network and a unified vision for PEM education that bridges organizations, providers, and institutions to assure the best possible outcomes for acutely ill or injured children.

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“…Speaking in the language of educational theory and outlining our goals, objectives and outcomes in the Kern framework, our work became more scholarly. We presented our findings at academic meetings and were able to publish our experience for others to read, critique, and build upon 27. To demonstrate the impact of our curriculum to the residency program and medical directorship, we focused on the learners› satisfaction (Kirkpatrick level 1) and on their perceptions regarding positive impact on clinical care in the ED (admittedly a lower-level learning outcome).…”

Section: Examplementioning

confidence: 99%