Faculty development using a virtual community of practice: Three‐year outcomes of the Academic Life in Emergency Medicine Faculty Incubator program

Introduction The American Board of Emergency Medicine recently established a new certification pathway in advanced emergency medicine ultrasound (AEMUS). Eligible applicants come from a wide range of experience but must pass the same examination to become certified. This study sought to evaluate a novel review course targeting a wide range of learners for a new examination. Methods This was a cross‐sectional study evaluating the outcomes of the American College of Emergency Physicians (ACEP) AEMUS review course. The program evaluation survey was designed to collect outcomes across multiple Kirkpatrick levels, including overall satisfaction, topic‐specific satisfaction, topic‐specific coverage, topic‐specific confidence before and after the course, topic‐specific perceived knowledge before and after the course, and changes in practice. Results Seventy‐four of 79 participants (93.7%) completed the survey. Mean course satisfaction was 4.59/5.00 (95% CI 4.47–4.72). Confidence to pass examination components increased for the following topics: administration, advanced left ventricle (LV), education, head and neck, hepatobiliary, male genitourinary, musculoskeletal, nonobstetric gynecology, pediatrics, physics, procedures, research, right ventricle, and venous/arterial. Perceived knowledge increased for the following topics: administration, advanced LV, education, head and neck, male genitourinary, musculoskeletal, pediatrics, physics, procedures, renal/bladder, research, right ventricle, and venous/arterial. Fifty‐three of 74 participants (71.6%) stated they would change their practice based on the course. Examples of changes in practice include increased use of ultrasound for advanced abdominal, musculoskeletal, pediatric, and procedural applications. Future work will determine the impact on longer‐term outcomes and focused practice designation (FPD) examination pass rates. Conclusion The ACEP AEMUS FPD review course demonstrated high levels of satisfaction, increased participant confidence, increased perceived knowledge, and several self‐reported changes in participants' ultrasound practice.

Section: Methodsmentioning

confidence: 99%

Creation of a novel course for the advanced emergency medicine ultrasound focused practice designation examination

Gottlieb

Duran‐Gehring

Coneybeare

et al. 2022

“… * Table derived from Woodward 2002; Thomas et al 2016; Goldie 2006; Frye & Hemmer 2012; Battista et al 2019; Durning, Hemmer & Pangaro 2007; Chelimsky & Shadish 1997 1,8,10‐13 …”

Section: Why and When To Use Program Evaluationmentioning

confidence: 99%

“…A full description of each of these is beyond the scope of this paper; however, our authorship team has detailed six program evaluation frameworks that have been featured in medical education (and specifically AEM Education and Training) including: CIPP, Kirkpatrick Model, Logic Model, Realist Evaluation, RE‐AIM, and SQUIRE‐EDU. Table 3 provides a description of some of the more commonly used frameworks and sources of further information on each of them 31‐47 …”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…In medical education, a "program" can refer to a large spectrum of activities, and experiences-they can range from a new workplacebased assessment program 6,7 to a boot camp series 8 to a longitudinal faculty development course. 9,10 It is an ever-evolving field with new technologies, shifting paradigms, and often unclear scholarly formats. The delivery of medical education requires the implementation of programs.…”

Section: What Is Prog R Am E Valuation?mentioning

confidence: 99%

“…this paper; however, our authorship team has detailed six program evaluation frameworks that have been featured in medical education (and specifically AEM Education and Training) including: CIPP, Kirkpatrick Model, Logic Model, Realist Evaluation, RE-AIM, and SQ UIRE-EDU. Table3provides a description of some of the more commonly used frameworks and sources of further information on each of them [31][32][33][34][35][36][37][38][39][40][41][42][43][44][45][46][47]. When creating the program evaluation, you may utilize frameworks to guide the data collection.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Program evaluation: An educator's portal into academic scholarship

Hosseini

Yılmaz

Shah³

et al. 2022

Self Cite

Program evaluation has been referred to as an "essential responsibility" for those tasked with the oversight of medical training programs, 1 but it is striking how little of this program evaluation work is labelled as scholarly, and how rarely this work translates into academic scholarship. While what qualifies as educational scholarship has been expanded well beyond traditional peer-reviewed publications to include the scholarship of teaching, discovery, integration, and application, 2 there is still a need to engage in

Curated collections for educators: Six key papers on teaching procedural skills

Quinn

Falvo

Ford

et al. 2021

Background Competence in teaching procedural skills is required for faculty in all specialties. Regardless of involvement in undergraduate medical education (UME) versus graduate medical education (GME), faculty will likely be involved in teaching procedures to novice learners at some point, with the goal of having the learner achieve graduated independence and technical competence in a skill set. A large body of literature exists addressing the best practices for teaching and maintaining procedural skills. We searched for articles that describe the best practices for teaching procedural skills to all levels of learners. Methods We conducted a literature search for papers on procedural skills training and teaching. We also made a call for papers on social media from members of the online #MedEd and #FOAMed communities. Once a list of the articles was compiled, we conducted a three‐round modified Delphi process to identify those illustrating best practices for teaching procedural skills by both junior and senior faculty. Results We identified 98 relevant articles on the topic of procedural skills training. Six articles were deemed to be highly relevant after three rounds of the modified Delphi. Best practices included using an established educational framework when designing procedural skills teaching sessions, providing positive feedback to learners with opportunities for improvement, and demonstrating the procedure to the learners. Conclusions Medical educators should employ evidence‐based practices when designing and delivering procedural skills sessions. Educational frameworks provide faculty developers and facilitators with an organized approach to teaching these sessions. Maintenance of procedural skills over time is key; faculty can utilize simulation‐based procedural training and deliberate practice to prevent decay of learned skills.