Pediatric Emergency Medicine Education in Emergency Medicine Training Programs

Tamariz, Vincent; Fuchs, Susan; Baren, Jill M.; Pollack, Earl S.; Kim, J; Seidel, James S.

doi:10.1111/j.1553-2712.2000.tb02269.x

Cited by 35 publications

(68 citation statements)

References 13 publications

(11 reference statements)

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“…The data in this article demonstrate that each emergency physician category consistently provides Ͻ 10% of PEM training overall, which is decreased when compared to previously released data demonstrating that emergency physicians played active roles in approximately 35% of training (2). One can only speculate as to the exact source of this decrease.…”

Section: Discussioncontrasting

confidence: 58%

“…This would have allowed one to determine whether physician availability was a factor in determining faculty makeup. Questions directed toward distinguishing physicians grandfathered into certification and those who truly trained through accredited programs also would have been beneficial because so few emergency physicians had actually undergone fellowship training (2,3).…”

Section: Limitationsmentioning

confidence: 99%

“…In 2000, emergency physicians were reported to be involved in 35% of PEM training (2). Since then, the number of PEM fellowship programs has continued to increase.…”

Section: Introductionmentioning

confidence: 99%

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Pediatric Emergency Medicine Fellowships: Faculty and Resident Training Profiles

Murray

Woolridge

Colletti

2009

The Journal of Emergency Medicine

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Section: Discussioncontrasting

confidence: 58%

Section: Limitationsmentioning

confidence: 99%

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Pediatric Emergency Medicine Fellowships: Faculty and Resident Training Profiles

Murray

Woolridge

Colletti

2009

The Journal of Emergency Medicine

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“…A recent survey of EM residency directors revealed that EM residents spend 13% of their time on dedicated pediatric EM at tertiary care children's hospitals while the other requirements were met through rotations that treat both children and adults. 8 In a related single-site study, Chen et al found that EM residents were sent to a tertiary pediatric hospital to increase their pediatric experience, only to encounter such a saturated learning environment that they averaged three patients per shift. Additionally, Chen et al found that EM residents were more likely to treat older pediatric patients, perform only minor procedures, and see fewer critically ill patients compared to their non-EM peers.…”

Section: Discussionmentioning

confidence: 99%

A Modified Delphi Study for Development of a Pediatric Curriculum for Emergency Medicine Residents

Mitzman

King

Fastle

et al. 2017

AEM Education and Training

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Objectives: Emergency medicine (EM) trainees are expected to learn to provide acute care for patients of all ages. The American Council for Graduate Medical Education provides some guidance on topics related to caring for pediatric patients; however, education about pediatric topics varies across residency programs. The goal of this project was to develop a consensus curriculum for teaching pediatric emergency care.Methods: We recruited 13 physicians from six academic health centers to participate in a three-round electronic modified Delphi project. Participants were selected on the basis of expertise with both EM resident education and pediatric emergency care. The first modified Delphi survey asked participants to generate the core knowledge, skills, and experiences needed to prepare EM residents to effectively treat children in an acute care setting. The qualitative data from the first round was reformulated into a second-round questionnaire. During the second round, participants used rating scales to prioritize the curriculum content proposed during the first round. In round 3, participants were asked to make a determination about each curriculum topic using a three-point scale labeled required, optional, or not needed. Results:The first modified Delphi round yielded 400 knowledge topics, 206 clinical skills, and 44 specific types of experience residents need to prepare for acute pediatric patient care. These were narrowed to 153 topics, 84 skills, and 28 experiences through elimination of redundancy and two rounds of prioritization. The final lists contain topics classified by highly recommended, partially recommended, and not recommended. The partially recommended category is intended to help programs tailor their curriculum to the unique needs of their learners as well as account for variability between 3-and 4-year programs and the amount of time programs allocate to pediatric education. Conclusion:The modified Delphi process yielded the broad outline of a consensus core pediatric emergency care curriculum.E mergency medicine (EM) physicians acquire proficiency in the emergent management of all patients including pediatric patients during their training. Despite the growth of pediatric EM as a subspecialty, pediatric EM (PEM) subspecialists only care for 10% to 20% of the pediatric patients in the emergency setting across the United States.1 The remaining 80% to 90% of pediatric emergency care patients are cared for by EM physicians and/or general practice pediatricians.2-5 The Accreditation Council for Graduate Medical Education (ACGME) requires EM residents to have approximately 20% of their patient encounters with patients less than 18 years of age, including the critical care of infants and children.6 While time dedicated to pediatrics has increased in recent years, 7 concerns remain as to whether this allows sufficient experience to develop the mastery level competency for the EM physician to effectively care for children. 4,7 Although the type of clinical experiences available is beyond the...

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“…1,2 For example, emergency medicine residents spend an average of 17 weeks performing pediatric care during their residency with only 23% of programs offering a specific pediatric orthopaedic rotation. 3 Similarly, pediatric residency training only includes an average of 11 weeks of emergency care. 4 The top 3 areas of weakness in pediatric training are cited as major trauma, minor trauma, and acute orthopaedic care.…”

mentioning

confidence: 99%

The Inadequacy of Pediatric Fracture Care Information in Emergency Medicine and Pediatric Literature and Online Resources

Tileston

Bishop²

2015

Journal of Pediatric Orthopaedics

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This study highlights important deficiencies in resources available to pediatric and emergency medicine physicians seeking information on pediatric fracture management. Information in emergency medicine and pediatric textbooks as well as online is variable, with both inaccuracies and omissions being common. This lack of high-quality information could compromise patient care. Resources should be committed to ensuring accurate and complete information is readily available to all physicians providing pediatric fracture care. In addition, orthopaedic surgeons should take an active role to ensure that nonorthopaedic textbooks and online resources contain complete and accurate information.

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Pediatric Emergency Medicine Education in Emergency Medicine Training Programs

Cited by 35 publications

References 13 publications

Pediatric Emergency Medicine Fellowships: Faculty and Resident Training Profiles

Pediatric Emergency Medicine Fellowships: Faculty and Resident Training Profiles

A Modified Delphi Study for Development of a Pediatric Curriculum for Emergency Medicine Residents

The Inadequacy of Pediatric Fracture Care Information in Emergency Medicine and Pediatric Literature and Online Resources

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