Hand Education for Emergency Medicine Residents: Results of a Pilot Program

Lifchez, Scott D.

doi:10.1016/j.jhsa.2012.03.022

Cited by 10 publications

(9 citation statements)

References 12 publications

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“…The rotation including different specialty clinics is essential for successful training (13). For example, positive results exist in the field of hand surgery education for EM residents (14), but the findings may probably be generalized also for other specialties.…”

Section: Discussionmentioning

confidence: 99%

Emergency Medicine in Finland: First Year Experiences of Specialist Training

Naskali¹,

Palomäki²,

Harjola³

et al. 2014

JAEM

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Objective: Emergency medicine (EM) was established as a specialty in Finland at the beginning of 2013. The training period of six years conforms to the principles of the European Curriculum for EM. In this study, we evaluated the first-year experience of training in the Kanta-Häme Central Hospital, Finland.. Material and Methods: We studied both qualitatively and quantitatively the typical structure of the working week of EM residents. A qualitative analysis of a weekly learning day was carried out with regards to the programme, learning methods and themes. A quantitative analysis was carried out by pre/post setting of the topics offered in weekly clinical lectures and the numbers of attending physicians. Results: Since the initiation of EM specialty, the lectures became more comprehensive (p<0.001). The proportion of topics of conservative specialties decreased from 77.0% to 46.7% while those of operative specialties increased from 5.9% to 36.7%. The mean (±standard error of mean) number of attending doctors increased from 14.0±0.4 to 22.7±0.9 (p<0.001). The working group sessions, lectures and ultrasound training increased after establishment of EM specialty. Conclusion: According to these preliminary results, a successful training programme of EM is achievable by systematic planning of practical training.

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Section: Discussionmentioning

confidence: 99%

Emergency Medicine in Finland: First Year Experiences of Specialist Training

Naskali¹,

Palomäki²,

Harjola³

et al. 2014

JAEM

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“…The sources of funding were as follows: five federal (two NIH, one Canada, and one Taiwan), five universitysponsored, two industry-supported, and two organizationally funded. Research methodology included 17 surveys (36%), 17,19,21,25,30,31,33,37,40,42,46,[50][51][52]54,60,61 15 (31%) observational analyses, [14][15][16]22,23,27,32,33,38,44,47,49,56,57,59 and three (6%) qualitative methodology studies. 19,28,45 There were only 12 (25%) with an experimental or quasi-experimental study design, 20,24,26,35,36,39,41,43,48,53,55,57 with five of the highlighted articles using this rigorous design.…”

Section: Trends In Medical Education Research In 2012mentioning

confidence: 99%

“…Publication in EM journals predominated (36; 75%). Three (6%) appeared in medical education journals, and nine (19%) were published in journals ranging from surgery 33,42,44,54 to psychiatry. 31,52 Others included palliative medicine, 26 critical care, 56 and simulation.…”

Section: Trends In Medical Education Research In 2012mentioning

confidence: 99%

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Critical Appraisal of Emergency Medicine Education Research: The Best Publications of 2012

Lin

Fisher

Coates

et al. 2014

Academic Emergency Medicine

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Objectives: The objective was to critically appraise and highlight medical education research published in 2012 that was methodologically superior and whose outcomes were pertinent to teaching and education in emergency medicine (EM).Methods: A search of the English language literature in 2012 querying Education Resources Information Center (ERIC), PsychInfo, PubMed, and Scopus identified EM studies using hypothesis-testing or observational investigations of educational interventions. Two reviewers independently screened all of the publications and removed articles using established exclusion criteria. This year, publications limited to a single-site survey design that measured satisfaction or self-assessment on unvalidated instruments were not formally reviewed. Six reviewers then independently ranked all remaining publications using one of two scoring systems depending on whether the study methodology was primarily qualitative or quantitative. Each scoring system had nine criteria, including four related to methodology, that were chosen a priori, to standardize evaluation by reviewers. The quantitative study scoring system was used previously to appraise medical education published annually in 2008 through 2011, while a separate, new qualitative study scoring system was derived and implemented consisting of parallel metrics.Results: Forty-eight medical education research papers met the a priori criteria for inclusion, and 33 (30 quantitative and three qualitative studies) were reviewed. Seven quantitative and two qualitative studies met the criteria for inclusion as exemplary and are summarized in this article. In this fifth installment of the annual critical appraisal series, the same six reviewers used previously published criteria to critically analyze and rank the EM education research from 2012. The focus of this article is to review and highlight the methodologically superior studies that are pertinent to teaching and education in EM. Trends in EM education research over the past 5 years are summarized. We hope that this paper will serve as a valuable resource for EM educators and researchers invested in the scholarship of teaching. 2 METHODS Article IdentificationA medical librarian (LM) performed the literature search in the medical and social sciences literature domains and supplied medical subject heading (MeSH) and keyword terms. MEDLINE was searched through PubMed using a Boolean search strategy that incorporated the following MeSH terms: emergency medicine and medical education, medical student, internship and residency, teaching rounds, undergraduate medical education, graduate medical education, and continuing medical education. Keyword variants for the MeSH terms were included in the search for comprehensiveness. Boolean searches of other databases, including Scopus ("medical education" and emergency), Education Resources Information Center (ERIC; emergency medicine), and PsychInfo (emergency medicine and education) were performed using keyword searching and where possible using the da...

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“…In total, 25 studies reported how a program evolved over time: three programs were simplified or scaled back in some way after the initial pilot 44,48,59 and 11 programs were expanded, scaled up, or exported to other programs following the initial pilot. 32,42,48,51,55,56,78,81,84,101,105 One program was scaled back in some aspects and expanded in others.…”

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confidence: 99%

Assessment of emergency medicine residents: a systematic review

Colmers

Walsh²,

Chan

2017

Can. Med. Ed. J

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Background: Competency-based medical education is becoming the new standard for residency programs, including Emergency Medicine (EM). To inform programmatic restructuring, guide resources and identify gaps in publication, we reviewed the published literature on types and frequency of resident assessment.Methods: We searched MEDLINE, EMBASE, PsycInfo and ERIC from Jan 2005 - June 2014. MeSH terms included “assessment,” “residency,” and “emergency medicine.” We included studies on EM residents reporting either of two primary outcomes: 1) assessment type and 2) assessment frequency per resident. Two reviewers screened abstracts, reviewed full text studies, and abstracted data. Reporting of assessment-related costs was a secondary outcome.Results: The search returned 879 articles; 137 articles were full-text reviewed; 73 met inclusion criteria. Half of the studies (54.8%) were pilot projects and one-quarter (26.0%) described fully implemented assessment tools/programs. Assessment tools (n=111) comprised 12 categories, most commonly: simulation-based assessments (28.8%), written exams (28.8%), and direct observation (26.0%). Median assessment frequency (n=39 studies) was twice per month/rotation (range: daily to once in residency). No studies thoroughly reported costs.Conclusion: EM resident assessment commonly uses simulation or direct observation, done once-per-rotation. Implemented assessment systems and assessment-associated costs are poorly reported. Moving forward, routine publication will facilitate transitioning to competency-based medical education.

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Hand Education for Emergency Medicine Residents: Results of a Pilot Program

Cited by 10 publications

References 12 publications

Emergency Medicine in Finland: First Year Experiences of Specialist Training

Emergency Medicine in Finland: First Year Experiences of Specialist Training

Critical Appraisal of Emergency Medicine Education Research: The Best Publications of 2012

Assessment of emergency medicine residents: a systematic review

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