Simulation for Assessment of Milestones in Emergency Medicine Residents

Hart, Danielle; Bond, William F.; Siegelman, Jeffrey; Miller, Daniel G.; Cassara, Michael; Barker, Lisa; Anders, Shilo; Ahn, James; Huang, Hubert; Strother, Christopher; Hui, Joshua

doi:10.1111/acem.13296

Cited by 32 publications

(35 citation statements)

References 52 publications

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“…Content represented the breadth of the EM curriculum. Three cases, with validity evidence and example assessment tools, 13 were developed as part of a national collaboration that included our institution. For cases that were developed locally, a similar case and rating form development process was used.…”

Section: Methodsmentioning

confidence: 99%

Gender Bias in Simulation-Based Assessments of Emergency Medicine Residents

Siegelman

Lall

Lee

et al. 2018

Journal of Graduate Medical Education

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Section: Methodsmentioning

confidence: 99%

Gender Bias in Simulation-Based Assessments of Emergency Medicine Residents

Siegelman

Lall

Lee

et al. 2018

Journal of Graduate Medical Education

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“…Milestone Assessment is one of the ways to assess the trainee's progress in the program. [6,23] Different milestones are assessed in the six core competencies, and residents' level is measured. The EM milestones are a matrix of the knowledge, skills, abilities, attitudes and experiences that should be acquired during specialty training in emergency medicine.…”

Section: Milestone Assessmentmentioning

confidence: 99%

New Horizons in Emergency Medicine Teaching and Training

Anjum¹

2019

Essentials of Accident and Emergency Medicine

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Emergency medicine (EM) is a unique field where the logistics of work environment is the biggest challenge for any organized traditional teaching and training. The shift pattern of work, absence of availability of real-time situations in controlled environment, availability of teaching faculty 24/7 and quality control of teaching and training are the major challenges that need to be considered. It requires lot of organizational, departmental as well as operational support to run a successful teaching program where all the important aspects of teaching and training are considered. In the emergency teaching and training, issues of supervision are of prime importance. The fear of complaints and litigations is enormous. Meeting the six core competencies of Accreditation Council for Graduate Medical Education (ACGME) and achieving the milestones before the residents are signed off are the goals and objectives of any good teaching program. In this chapter, we discuss the important modifications in teaching methods, which can fulfill the important requirements and demands of this unique field which is full of challenges. We also discuss the different models of teaching and training which are different from standard traditional didactic teaching which can be adopted and may help in achieving emergency medicine core knowledge, competencies and skills.

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“…Therefore, teaching emergency medicine has always been a di cult and weak point in clinical medical education. Despite the use of problem-based learning (PBL), computer-based learning (CBL) and even team-based learning (TBL) to assist in various teaching models, the differences in students' learning ability and knowledge background cause inconsistent teaching effects [3][4][5].…”

Section: Introductionmentioning

confidence: 99%

Implementation of the POGIL-based flipped classroom learning: an approach to promote learning in emergency medicine

tang¹,

liu²,

Zhou³

et al. 2020

Preprint

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Background: As the Emergency medicine is a multidisciplinary discipline, the emergency medicine education is focuses on teaching students to think actively. The flipped classroom was widely used in various medicine teaching that can improve the efficacy of classroom learning. While the process-oriented guided-inquiry learning (POGIL), which be proved can promoting active learning and critical thinking.We assume that both two teaching methods may complement each other in emergency medicine education. Object: To evaluate the student’ learning effectiveness and acceptability of the process-oriented guided-inquiry learning (POGIL)-based flipped classroom model for teaching emergency medicine education. Methods: A total of 90 students majoring in clinical medicine at Xiangya School of Medicine, Central South University, were enrolled in this study. They were randomly divided into an experimental group and control group, with 45 students in each group. The experimental group adopted the POGIL-based flipped classroom model, and the control group adopted the traditional teaching model; teaching effectiveness was evaluated through tests, an operation exam and questionnaire surveys. Results: After the completion of the course, the scores of the two groups were compared. The theoretical and operational scores of the experimental group were higher than those of the control group, and the differences were statistically significant (P < 0.05). The learning interest, clinical thinking ability, and acceptance of the teaching model for the students in the experimental group were significantly higher than those for students in the control group, and the differences were statistically significant (P < 0.05). Conclusion: The POGIL-based flipped classroom model can significantly improve students' scores, students' acceptance of the teaching model, and teaching quality.

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Simulation for Assessment of Milestones in Emergency Medicine Residents

Cited by 32 publications

References 52 publications

Gender Bias in Simulation-Based Assessments of Emergency Medicine Residents

Gender Bias in Simulation-Based Assessments of Emergency Medicine Residents

New Horizons in Emergency Medicine Teaching and Training

Implementation of the POGIL-based flipped classroom learning: an approach to promote learning in emergency medicine

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