Conference Didactic Planning and Structure: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

Wood, David; Jordan, Jaime; Cooney, Robert; Goldflam, Katja; Bright, Leah; Gottlieb, Michael

doi:10.5811/westjem.2020.5.46762

Cited by 11 publications

(16 citation statements)

References 89 publications

(115 reference statements)

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“…This paradigm shift was already in motion prior to the pandemic 13 . Previously published best practice guidelines for didactics in EM include “real‐time video conferencing [as a way] to improve access and attendance.” 14 Virtual conference falls in line with this recommendation. Implementation of online didactics may have amplified the need for format changes that have been ongoing.…”

Section: Discussionmentioning

confidence: 70%

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Socially distanced, virtually connected: Faculty and resident perceptions of virtual didactics

Tsyrulnik

Gottlieb

Coughlin

et al. 2021

AEM Education and Training

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Background: During the COVID-19 pandemic, emergency medicine (EM) residency programs have transitioned from traditional in-person to virtual synchronous didactics to comply with social distancing guidelines. This study explores the perceptions of EM residents and faculty regarding this new virtual format.Methods: This was a multicenter, cross-sectional study at five EM residencies using a mixed-methods approach to investigate resident and faculty perceptions of virtual didactics. Institutions selected reflect different program lengths and geographic locations. Quantitative data measured on a Likert scale were summarized as percentages.Differences were calculated using Welch's t-test and chi-square, where p < 0.05 was significant. Open-ended responses were analyzed qualitatively.Results: Our response rate was 64% (n = 141) for residents and 48% (n = 108) for faculty. Fifty-one percent of faculty and 54% of residents felt that they were more likely to attend virtually than in person. Among residents, 77% felt that they were more likely to attend virtual conferences during vacation or elective rotations. Perceived retention of information from virtual sessions was perceived to be the same or better for 69% of residents and 58% of faculty. Residents felt that they paid more attention in the virtual format (29% vs. 26%, p = 0.037). Both groups missed the social interactions of in-person conference (86% of faculty, 75% of residents). Respondents from both groups felt that < 20% of total didactic time should remain virtual once social distancing recommendations are lifted. Qualitative analysis revealed recommendations from residents and faculty to optimize lecture style and interactivity. Decreased commute time and ability to multitask at home increased wellness for both groups.Conclusions: While benefits of virtual didactics were acknowledged, residents and faculty missed the social interaction of in-person conference and preferred < 20% of future didactics to be virtual. Further research should assess the difference in knowledge acquisition and retention between conference models.

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Section: Discussionmentioning

confidence: 70%

“…Qualitative comments on the format of virtual didactics are consistent with previous critiques of EM didactics. [12][13][14] As has been previously shown, EM residents may benefit from shorter, more interactive lectures. 12 This paradigm shift was already in motion prior to the pandemic.…”

Section: Discussionmentioning

confidence: 84%

Socially distanced, virtually connected: Faculty and resident perceptions of virtual didactics

Tsyrulnik

Gottlieb

Coughlin

et al. 2021

AEM Education and Training

Self Cite

View full text Add to dashboard Cite

show abstract

“…20,24,59,60 EM-specific best practice guidelines recommend level-specific instruction, shorter lectures that incorporate active learning, use of the flipped classroom model, clinically relevant small group discussions, and timely feedback with individualized guidance. 16,20,31,52 Other recommended techniques to improve retention and long-term recall include interleaving, guided notes, practice testing, and spaced repetition. 16 Barriers to implementing best practice techniques include a high burden of work for content development and limited faculty buy-in.…”

Section: Targeted Needs Assessmentmentioning

confidence: 99%

“…[10][11][12][13] The nature of emergency medicine (EM) practice and resident clinical schedules places constraints on didactic time and the majority of programs that use a block weekly format (ie, a weekly half day reserved for didactics). [14][15][16] Addressing the needs of multiple learner levels within the available didactic time and structure presents an additional challenge. Despite growing support for level-specific didactics, this is far from the norm.…”

Section: Introductionmentioning

confidence: 99%

“…Despite growing support for level-specific didactics, this is far from the norm. [16][17][18][19][20] Contemporary learners value a focus on teamwork, alternatives to traditional lectures, and the use of technology. [21][22][23][24][25] As an example, residents commonly use online educational resources, including free open access medical education (FOAM).…”

Section: Introductionmentioning

confidence: 99%

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Development, Implementation, and Evaluation of an Open Access, Level-Specific, Core Content Curriculum for Emergency Medicine Residents

Moore

Ketterer

Wheaton

et al. 2021

Journal of Graduate Medical Education

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Background Leaders in graduate medical education must provide robust clinical and didactic experiences to prepare residents for independent practice. Programs traditionally create didactic experiences individually, requiring tremendous resources with variable content exposure and quality. Objective We sought to create and implement a free, open access, learner-centric, level-specific, emergency medicine (EM) residency curriculum. Methods We developed Foundations of Emergency Medicine (FoEM) Foundations I and II courses using Kern's model of curriculum development. Fundamental topics were identified through content guidelines from the American Board of Emergency Medicine. We incorporated learner-centric strategies into 2 flipped classroom, case-based courses targeting postgraduate year (PGY) 1 and PGY-2 residents. The curriculum was made freely available online in 2016. Faculty and resident users were surveyed annually for feedback, which informed iterative refinement of the curriculum. Results Between 2016 and 2020, registration for FoEM expanded from 2 sites with 36 learners to 154 sites and 4453 learners. In 2019, 98 of 102 (96%) site leaders and 1618 of 2996 (54%) learners completed the evaluative survey. One hundred percent of responding leaders and 93% of learners were “satisfied” or “very satisfied” with FoEM content. Faculty and residents valued FoEM's usability, large volume of content, quality, adaptability, organization, resident-faculty interaction, and resident-as-teacher opportunities. Challenges to implementation included resident attendance, conference structure, technology limitations, and faculty engagement. Conclusions We developed and implemented a learner-centric, level-specific, national EM curriculum that has been widely adopted in the United States.

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RaT race: A standardized open‐access education resource provides a structured resident‐as‐teacher experience

Jordan,

Amen,

et al. 2023

AEM Education and Training

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ObjectivesThere is no unified approach for training residents to be teachers. Foundations of Emergency Medicine (FoEM) is a national program that provides free resident education in emergency medicine (EM) utilizing small‐group, case‐based instruction delivered by individual program faculty and residents. This study seeks to explore the FoEM resident‐as‐teacher (RaT) experience.MethodsWe conducted a mixed‐methods study of FoEM faculty site leaders and resident teachers in 2022. Site leaders completed an online survey consisting of multiple‐choice, completion, and free‐response items. We calculated descriptive statistics and applied a thematic qualitative analysis to free‐response items. We conducted semistructured interviews with resident teachers. Interview transcripts were analyzed using a thematic approach with a constructivist–interpretivist paradigm.ResultsA total of 133 of 180 (74%) site leaders completed the survey and 11 resident teachers were interviewed. Forty‐nine (37%) programs utilize resident instructors. The frequency of residents teaching and degree of faculty supervision varied. Commonly identified advantages include reinforcement of core content for resident teachers (44/49), structured format (35/49), and reduced need for faculty instructors (30/49). The most commonly identified challenges include variable instruction by residents (33/49) and challenge to providing feedback on teaching (20/49). Resident teachers identified benefits including strengthening residency community, improved EM knowledge, and greater teaching skills. For nearly all resident participants, FoEM RaT impacted their career goals by affirming their interest in teaching.ConclusionsThe FoEM curricular model appears to be a valuable and feasible method to incorporate a RaT experience into EM residency training programs.

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Conference Didactic Planning and Structure: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

Cited by 11 publications

References 89 publications

Socially distanced, virtually connected: Faculty and resident perceptions of virtual didactics

Socially distanced, virtually connected: Faculty and resident perceptions of virtual didactics

Development, Implementation, and Evaluation of an Open Access, Level-Specific, Core Content Curriculum for Emergency Medicine Residents

RaT race: A standardized open‐access education resource provides a structured resident‐as‐teacher experience

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