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

Moore, Kristen Grabow; Ketterer, Andrew; Wheaton, Natasha; Weygandt, Paul Logan; Caretta‐Weyer, Holly; Berberian, Jeremy; Jordan, Jaime

doi:10.4300/jgme-d-21-00067.1

Cited by 5 publications

(18 citation statements)

References 65 publications

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“…The EM Model is publicly available and used to define educational content, including residency curricula. [18][19][20] Basing the VOE in the EM Model provides substantial content validity evidence. In addition, substantial evidence of test content was provided through the way the EM Model was developed initially and is amended regularly-the EM Model's stability of form and content over time, its alignment with detailed specialty-specific surveys, and its use for multiple similar assessments in emergency medicine.…”

Section: Discussionmentioning

confidence: 99%

Early validity and reliability evidence for the American Board of Emergency Medicine Virtual Oral Examination

Chudnofsky

Reisdorff

Joldersma

et al. 2023

AEM Education and Training

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Background The American Board of Emergency Medicine (ABEM) in‐person Oral Certification Examination (OCE) was halted abruptly in 2020 due to the COVID‐19 pandemic. The OCE was reconfigured to be administered in a virtual environment starting in December 2020. Objectives The purpose of this investigation was to determine whether there was sufficient validity and reliability evidence to support the continued use of the ABEM virtual Oral Examination (VOE) for certification decisions. Methods This retrospective, descriptive study used multiple data sources to provide validity evidence and reliability data. Validity evidence focused on test content, response processes, internal structure (e.g., internal consistency and item response theory), and the consequences of testing. A multifaceted Rasch reliability coefficient was used to measure reliability. Study data were from two 2019 in‐person OCEs and the first four VOE administrations. Results There were 2279 physicians who took the 2019 in‐person OCE examination and 2153 physicians who took the VOE during the study period. Among the OCE group, 92.0% agreed or strongly agreed that the cases on the examination were cases that an emergency physician should be expected to see; 91.1% of the VOE group agreed or strongly agreed. A similar pattern of responses given to a question about whether the cases on the examination were cases that they had seen. Additional evidence of validity was obtained by the use of the EM Model, the process for case development, the use of think‐aloud protocols, and similar test performance patterns (e.g., pass rates). For reliability, the Rasch reliability coefficients for the OCE and the VOE during the study period were all >0.90. Conclusions There was substantial validity evidence and reliability to support ongoing use of the ABEM VOE to make confident and defensible certification decisions.

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Section: Discussionmentioning

confidence: 99%

Early validity and reliability evidence for the American Board of Emergency Medicine Virtual Oral Examination

Chudnofsky

Reisdorff

Joldersma

et al. 2023

AEM Education and Training

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“…Our study team of expert educators and education researchers developed an online survey after literature review to optimize content validity. This literature review included studies on FoEM and RaT experiences and curricula 1–4,7–34,36,37,39,40,42,44–52 . We developed the survey according to best practices in survey design 53 .…”

Section: Methodsmentioning

confidence: 99%

“…This literature review included studies on FoEM and RaT experiences and curricula. [1][2][3][4]36,37,39,40,42,[44][45][46][47][48][49][50][51][52] We developed the survey according to best practices in survey design. 53 The survey consisted of multiple-choice, completion, and free-response items.…”

Section: Instrument Developmentmentioning

confidence: 99%

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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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“…However, recent evidence shows that trainees seem to primarily use trusted blogs and podcasts when building their foundational medical knowledge [ 5 , 14 ]. Especially with the COVID-19 pandemic driving education toward more web-based content, the integration of FOAM in formal curricula has become more commonplace [ 4 , 15 ].…”

Section: Introductionmentioning

confidence: 99%

A Fork in the Road for Emergency Medicine and Critical Care Blogs and Podcasts: Cross-sectional Study

Lin¹,

Phipps²,

Yılmaz³

et al. 2022

JMIR Med Educ

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Background Free open-access meducation (FOAM) refers to open-access, web-based learning resources in medicine. It includes all formats of digital products, including blogs and podcasts. The number of FOAM blog and podcast sites in emergency medicine and critical care increased dramatically from 2002 to 2013, and physicians began to rely on the availability of these resources. The current landscape of these FOAM sites is unknown. Objective This study aims to (1) estimate the current number of active, open-access blogs and podcasts in emergency medicine and critical care and (2) describe observed and anticipated trends in the FOAM movement using the Theory of Disruptive Innovation by Christensen as a theoretical framework. Methods The authors used multiple resources and sampling strategies to identify active, open-access blogs and podcasts between April 25, 2022, and May 8, 2022, and classified these websites as blogs, podcasts, or blogs+podcasts. For each category, they reported the following outcome measures using descriptive statistics: age, funding, affiliations, and team composition. Based on these findings, the authors projected trends in the number of active sites using a positivist paradigm and the Theory of Disruptive Innovation as a theoretical framework. Results The authors identified 109 emergency medicine and critical care websites, which comprised 45.9% (n=50) blogs, 22.9% (n=25) podcasts, and 31.2% (n=34) blogs+podcasts. Ages ranged from 0 to 18 years; 27.5% (n=30) sold products, 18.3% (n=20) used advertisements, 44.0% (n=48) had institutional funding, and 27.5% (n=30) had no affiliation or external funding sources. Team sizes ranged from 1 (n=26, 23.9%) to ≥5 (n=60, 55%) individuals. Conclusions There was a sharp decline in the number of emergency medicine and critical care blogs and podcasts in the last decade, dropping 40.4% since 2013. The initial growth of FOAM and its subsequent downturn align with principles in the Theory of Disruptive Innovation by Christensen. These findings have important implications for the field of medical education.

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

Cited by 5 publications

References 65 publications

Early validity and reliability evidence for the American Board of Emergency Medicine Virtual Oral Examination

Early validity and reliability evidence for the American Board of Emergency Medicine Virtual Oral Examination

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

A Fork in the Road for Emergency Medicine and Critical Care Blogs and Podcasts: Cross-sectional Study

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