Development, implementation and first insights of a time- and location-independent longitudinal postgraduate curriculum in emergency medicine

Sauter, Thomas C.; Exadaktylos, Aristomenis K.; Krummrey, Gert; Lehmann, Beat; Maeder, Monika Brodmann; Hautz, Wolf E.

doi:10.3205/zma001190

Cited by 3 publications

(2 citation statements)

References 22 publications

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“…Although the transition from traditional block‐based subspecialty rotations to an integrated longitudinal curriculum remains a novelty and a challenge, EM training programs in Europe and the United States have conducted needs assessments and identified a strong interest in a longitudinal curriculum. 22 , 27 …”

Section: Introductionmentioning

confidence: 99%

Educational concepts: A longitudinal interleaved curriculum for emergency medicine residency training

Clayton,

Wells,

Alter

et al. 2024

JACEP Open

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Traditionally, emergency medicine (EM) residency programs teach non‐adult emergency department activities (such as pediatric EM, point‐of‐care ultrasound [PoCUS], emergency medical services, and others) in a block format. In this way, a resident may have a 1‐month pediatric EM rotation and then not have any further pediatric EM exposure until their next pediatric rotation 6‒9 months later. Furthermore, some rotations are only allotted for 1‐month during the entire residency. A first‐year EM resident may have their only formal PoCUS rotation early in the first year of training when their overall skills are developing, and their level of understanding and retention of information may not be optimal at that juncture of their residency training. This is far from ideal from an educational perspective. Learning scientists have now suggested that a longitudinal interleaved curriculum has substantial advantages over the traditional block format. This curriculum allows for a “spaced retrieval” practice that enhances retention of material and develops thinking processes that are important in clinical practice. The increased continuity of clinical experience has been shown to improve educational outcome and learner satisfaction. We developed a novel longitudinal interleaved curriculum for our EM resident trainees. This curriculum encompasses the entire 3 years of residency training and has the goals of increasing EM knowledge and clinical skills and being excellent preparation for board certification examinations. This concept has clear educational benefits. While adapting an existing medical training program would be challenging, a longitudinal curriculum could be phased in to replace a traditional EM curriculum.

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Section: Introductionmentioning

confidence: 99%

Educational concepts: A longitudinal interleaved curriculum for emergency medicine residency training

Clayton,

Wells,

Alter

et al. 2024

JACEP Open

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“…A longitudinal curriculum for medical students that focuses on systems strengthening across multiple acute care disciplines has not been previously described or implemented. Longitudinal acute care curricula have been successfully developed in the past using the Kern Framework [ 9 10 ]. This framework, as first proposed by Kern et al in 2010, is a six-step approach to curriculum development for medical education that progress through the following domains: (1) problem identification, (2) needs assessment, (3) goals and objectives, (4) educational strategies, (5) implementation, and (6) evaluation [ 11 ].…”

Section: Introductionmentioning

confidence: 99%

Development and Implementation of a Longitudinal Global Acute Care and Systems Strengthening Program

Stingl

Alexander

Dittman

et al. 2021

Annals of Global Health

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Background: Increasing access to safe, timely, and affordable acute care in low- and middle-income countries is a worldwide priority. Longitudinal curricula on systems of acute care have not been previously described. Objectives: The authors aimed to develop a novel four-year longitudinal curriculum for medical students addressing systems development across multiple acute care specialties. Methods: The authors followed Kern’s six-step framework for curriculum design. After review of literature, a group of medical students and school of medicine faculty conducted a targeted needs assessment. Foundational goals and objectives were adapted from the 39 interprofessional global health competencies by the Consortium of Universities for Global Health. Educational strategies include didactic sessions, workshops, journal clubs, preceptorships, and community outreach. Clinical years include specialty-specific emphases, guided junior-level discussions, and a capstone project. Yearly SWOT and Kirkpatrick model analyses served as program evaluation. Findings: The Curriculum Council approved the program in July 2019. During the first cycle, the program matriculated 30 students from classes of 2023 (14) and 2022 (16). The first year produced 11 interactive sessions, 6 journal clubs, and 10 seminars led by 31 faculty and guest speakers; 29/30 students completed requirements; 87 evaluations reflected 4.57/5 content satisfaction and 4.73/5 instructor satisfaction. The 2023 cohort reported improved understanding of session objectives (3.13/5 vs. 3.82/5, p = 0.03). Free-text feedback led to implementation of pre-reading standardization and activity outlines. Conclusion: The Program was well-received and successfully implemented. It meets the needs of graduating medical students interested in leading global health work. This novel student-faculty collaborative model could be applied at other institutions seeking to provide students with a foundation in global acute care.

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Medical Extended Reality in der digitalen Notfallmedizin

Sauter,

Krummrey,

Hautz

et al. 2023

Med Klin Intensivmed Notfmed

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Zusammenfassung Hintergrund Die Notfallmedizin steht vor der Herausforderung, mit begrenzten Ressourcen eine optimale Versorgung zu gewährleisten. Insbesondere in seltenen, aber kritischen Situationen (High-acuity-low-occurrence[HALO]-Situationen) ist fundiertes Fachwissen essenziell. Bisherige Ausbildungsansätze sind zeitlich begrenzt und ressourcenintensiv. Ziel der Arbeit Medical Extended Reality (MXR) bietet vielversprechende Lösungsansätze. Diese Arbeit gibt einen Einblick in die verschiedenen Bereiche von MXR und zeigt am Beispiel des HALO-MXR-Konzepts die Anwendung von MXR in der Notfallmedizin. Ergebnisse und Diskussion Die MXR umfasst Augmented Reality (AR), Virtual Reality (VR) und Mixed Reality (MR). Die AR überlagert die reale Welt mit digitalen Informationen, verbessert die Wahrnehmung und ermöglicht interaktive Elemente. Die VR erzeugt eine künstliche 3D-Umgebung, in die der Nutzer eintaucht. Die MR kombiniert reale und virtuelle Elemente. Die MXR bietet Vorteile wie ortsunabhängiges Lernen, virtuelle Betreuung und Skalierbarkeit. Sie kann jedoch bestehende Ausbildungsformate nicht ersetzen, sondern sollte in ein Gesamtkonzept eingebettet werden. Das HALO-MXR-Konzept am Inselspital Bern beinhaltet E‑Learning, simulationsbasiertes Training in VR und den HALO-Assist-Support durch AR. Der HALO-Assist bietet rund um die Uhr AR-Unterstützung bei HALO-Prozeduren mit Kommunikation über Audio und Video mit eingeblendeten Annotationen und Flowcharts. Schlussfolgerung Die Integration von MXR in die Notfallmedizin verspricht eine effizientere Ressourcennutzung und erweiterte Trainingsmöglichkeiten. Das HALO-MXR-Konzept zeigt, wie MXR-simulationsbasiertes Training VR und AR effektiv kombiniert und die Anwendung von HALO-Prozeduren verbessert.

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Development, implementation and first insights of a time- and location-independent longitudinal postgraduate curriculum in emergency medicine

Cited by 3 publications

References 22 publications

Educational concepts: A longitudinal interleaved curriculum for emergency medicine residency training

Educational concepts: A longitudinal interleaved curriculum for emergency medicine residency training

Development and Implementation of a Longitudinal Global Acute Care and Systems Strengthening Program

Medical Extended Reality in der digitalen Notfallmedizin

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