Designing Assessment Programmes for the Model Curriculum for Emergency Medicine Specialists

Kwan, James; Jourıles, Nicholas; Singer, Andrew; Anantharaman, Venkataraman; Bodiwala, Gautam; Cameron, Peter; Holliman, C. James; Vleuten, Cees van der; Hobgood, Cherri

doi:10.1017/cem.2015.39

Cited by 2 publications

(15 citation statements)

References 34 publications

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“…In addition, IFEM has a 10-step assessment framework applied to the overall IFEM core curriculum for general EM training [4, 5] (Table 3). These 10 principles of best practice may also be used to guide the development of assessment strategies in GEM fellowship training as a subspecialty of EM.…”

Section: Scoping Review Resultsmentioning

confidence: 99%

“…There was broad agreement from the working group members that while programs are by nature very different, all programs should provide knowledge in the field of global public health and program development in addition to field experience. Using the IFEM Framework for Curricular Assessment as a guide we propose an assessment framework for GEM fellowships to guide knowledge acquisition, as well as, professionalism and social accountability in field experiences [3, 4, 11, 12].…”

Section: Scoping Review Resultsmentioning

confidence: 99%

“…In order to assess trainees’ progress during fellowship training, curricular elements should be mapped to core competencies that they support/promote. In 2015, Kwan et al [4] conducted a detailed mapping process of the curricular elements and assessment methods for both the Accreditation Council for Graduate Medical Education (ACGME) [17] and the Royal College of Physicians and Surgeons of Canada physician competency framework (CanMEDS) [11] using a log frame approach [18]. While not mandatory, a Logical Framework Approach (log frame) allows aims and objectives of the fellowship to be mapped to defined outcomes, learning activities and assessment (achieving curricular outcomes and competencies), which in turn are mapped to monitoring and evaluation [18].…”

Section: Scoping Review Resultsmentioning

confidence: 99%

“…Curriculum, competencies and assessment tools should align to give a true reflection of the trainees’ performance [4, 19, 20]. The selection of appropriate assessment methods brings its own challenges in the GEM training environment [8, 15, 21–24].…”

Section: Scoping Review Resultsmentioning

confidence: 99%

“…The review incorporated assessment tools used for both graduate and post-graduate training but was limited to publicly available frameworks in English. In addition, the IFEM assessment framework for specialist training in EM [4, 5] was referenced to guide the development of this GEM fellowship framework.…”

Section: Consensus Processmentioning

confidence: 99%

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Towards developing a consensus assessment framework for global emergency medicine fellowships

et al. 2019

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BackgroundThe number of Global Emergency Medicine (GEM) Fellowship training programs are increasing worldwide. Despite the increasing number of GEM fellowships, there is not an agreed upon approach for assessment of GEM trainees.Main bodyIn order to study the lack of standardized assessment in GEM fellowship training, a working group was established between the International EM Fellowship Consortium (IEMFC) and the International Federation for Emergency Medicine (IFEM). A needs assessment survey of IEMFC members and a review were undertaken to identify assessment tools currently in use by GEM fellowship programs; what relevant frameworks exist; and common elements used by programs with a wide diversity of emphases. A consensus framework was developed through iterative working group discussions. Thirty-two of 40 GEM fellowships responded (80% response). There is variability in the use and format of formal assessment between programs. Thirty programs reported training GEM fellows in the last 3 years (94%). Eighteen (56%) reported only informal assessments of trainees. Twenty-seven (84%) reported regular meetings for assessment of trainees. Eleven (34%) reported use of a structured assessment of any sort for GEM fellows and, of these, only 2 (18%) used validated instruments modified from general EM residency assessment tools. Only 3 (27%) programs reported incorporation of formal written feedback from partners in other countries. Using these results along with a review of the available assessment tools in GEM the working group developed a set of principles to guide GEM fellowship assessments along with a sample assessment for use by GEM fellowship programs seeking to create their own customized assessments.ConclusionThere are currently no widely used assessment frameworks for GEM fellowship training. The working group made recommendations for developing standardized assessments aligned with competencies defined by the programs, that characterize goals and objectives of training, and document progress of trainees towards achieving those goals. Frameworks used should include perspectives of multiple stakeholders including partners in other countries where trainees conduct field work. Future work may evaluate the usability, validity and reliability of assessment frameworks in GEM fellowship training.

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Section: Scoping Review Resultsmentioning

confidence: 99%

Section: Scoping Review Resultsmentioning

confidence: 99%

Section: Scoping Review Resultsmentioning

confidence: 99%

Section: Scoping Review Resultsmentioning

confidence: 99%

Section: Consensus Processmentioning

confidence: 99%

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Towards developing a consensus assessment framework for global emergency medicine fellowships

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Workplace‐based Assessment Data in Emergency Medicine: A Scoping Review of the Literature

Chan

Sebok‐Syer

Cheung

et al. 2020

AEM Education and Training

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Objective: In the era of competency-based medical education (CBME), the collection of more and more trainee data is being mandated by accrediting bodies such as the Accreditation Council for Graduate Medical Education and the Royal College of Physicians and Surgeons of Canada. However, few efforts have been made to synthesize the literature around the current issues surrounding workplace-based assessment (WBA) data. This scoping review seeks to synthesize the landscape of literature on the topic of data collection and utilization for trainees' WBAs in emergency medicine (EM). Methods:The authors conducted a scoping review in the style of Arksey and O'Malley, seeking to synthesize and map literature on collecting, aggregating, and reporting WBA data. The authors extracted, mapped, and synthesized literature that describes, supports, and substantiates effective data collection and utilization in the context of the CBME movement within EM.Results: Our literature search retrieved 189 potentially relevant references (after removing duplicates) that were screened to 29 abstracts and papers relevant to collecting, aggregating, and reporting WBAs. Our analysis shows that there is an increasing temporal trend toward contributions in these topics, with the majority of the papers (16/29) being published in the past 3 years alone. Conclusion:There is increasing interest in the areas around data collection and utilization in the age of CBME.The field, however, is only beginning to emerge, leaving more work that can and should be done in this area.M cGaghie and colleagues first proposed competency-based medical education (CBME) in their World Health Organization report in 1978, 1 where they detailed the need to transition from a subjectbased curriculum or even an integrated curriculum to CBME in order to truly produce physicians that "can practice medicine at a defined level of proficiency, in accord with local conditions, to meet local needs." 1 The first step in transitioning to CBME (and realizing its full potential) is to define professional competence and its components. 1 In the late 1990s, medical education took this first step in the form of the Canadian Medical Education Directives for Specialists (Can-MEDS) roles 2,3 and the Accreditation Council for

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Designing Assessment Programmes for the Model Curriculum for Emergency Medicine Specialists

Cited by 2 publications

References 34 publications

Towards developing a consensus assessment framework for global emergency medicine fellowships

Towards developing a consensus assessment framework for global emergency medicine fellowships

Workplace‐based Assessment Data in Emergency Medicine: A Scoping Review of the Literature

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