State of Undergraduate Education in Emergency Medicine: A National Survey of Clerkship Directors

Khandelwal, Sorabh; Way, David P.; Wald, David A.; Fisher, Jonathan; Ander, Douglas S.; Thibodeau, Lorraine G.; Manthey, David

doi:10.1111/acem.12290

Cited by 37 publications

(38 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A identificação e a sugestão de oportunidades de aprendizagem desde os anos iniciais da graduação apontam o eixo longitudinal como norteador do ensino de urgências e seguem as recomendações da Abem e de referências internacionais 15,20,21,28,29 . O desenho longitudinal permite aproximações sucessivas do mesmo objeto, utilizando variadas metodologias de ensino e em diferentes cenários de aprendizagem 16 .…”

Section: Discussionunclassified

“…O aluno pode, acompanhado do professor, executar anamnese e exame físico em casos de menor complexidade e até participar do atendimento aos pacientes que são vítimas de parada cardiorrespiratória, nos anos subsequentes 20,22 . Recomenda-se também que as equipes que atuam na urgência (médicos, enfermeiros e fisioterapeutas, entre outros) sejam convidadas a 29 . Também é chamada a atenção para as disciplinas básicas, como a Biofísica, no ensino do eletrocardiograma, e é reforça-do o aprendizado interprofissional com a participação da enfermagem no manuseio de acessórios para ventilação, acesso venoso e arterial.…”

Section: Discussionunclassified

See 1 more Smart Citation

Matrizes para a Aquisição de Competências no Ensino de Urgências Clínicas / Ensino de Urgências Orientado por Competências

Senger

Campos

2016

Rev. bras. educ. med.

View full text Add to dashboard Cite

show abstract

Section: Discussionunclassified

Matrizes para a Aquisição de Competências no Ensino de Urgências Clínicas / Ensino de Urgências Orientado por Competências

Senger

Campos

2016

Rev. bras. educ. med.

View full text Add to dashboard Cite

show abstract

“…Current methods used to assess curriculum development include student evaluations, publications related to the curriculum, and the number of learners exposed to the curriculum. EM is not a required course at many medical schools, so the number of learners exposed to an EM curriculum may be limited by the number of students who select the elective or other factors such as the size of the residency program . The use of many lecturers and integration of bedside teaching performed by various levels of faculty and residents may make it difficult to differentiate evaluation of the curriculum from evaluation of the instructor or learning experience.…”

Section: Domain Iii: Curriculum Developmentmentioning

confidence: 99%

Scholarship by the Clinician‐Educator in Emergency Medicine

Franzen

Cooney

Chan

et al. 2018

AEM Education and Training

View full text Add to dashboard Cite

Emergency medicine (EM) continues to grow as an academic specialty. Like most specialties, a large number of academic emergency physicians are focused on education of our graduate student learners. For promotion, clinician-educators (CEs) are required to produce scholarly work and disseminate knowledge. Although promotion requirements may vary by institution, scholarly work is a consistent requirement. Due to the clinical constraints of working in the emergency department, the unique interactions emergency physicians have with their learners, and early adoption of alternative teaching methods, EM CEs' scholarly work may not be adequately described in a traditional curriculum vitae. Using a rubric of established domains around the academic work of CEs, this article describes some of the ways EM educators address these domains. The aim of the article is to provide a guide for academic department leadership, CEs, and promotion committees about the unique ways EM has addressed the work of the CE.

show abstract

“…These milestones are intended for fourth‐year students and may need adjustment for third‐year students . With EM being offered at more than 50% of medical schools in the United States, the EM clerkship can play a key role in helping students reach ACGME Level 1 milestones and core entrustable professional activities …”

Section: Limitationsmentioning

confidence: 99%

Medical Student Milestones in Emergency Medicine

et al. 2014

Self Cite

View full text Add to dashboard Cite

Objectives: Medical education is a continuum from medical school through residency to unsupervised clinical practice. There has been a movement toward competency-based medical education prompted by the Accreditation Council for Graduate Medical Education (ACGME) using milestones to assess competence. While implementation of milestones for residents sets specific standards for transition to internship, there exists a need for the development of competency-based instruments to assess medical students as they progress toward internship. The objective of this study was to develop competencybased milestones for fourth-year medical students completing their emergency medicine (EM) clerkships (regardless of whether the students were planning on entering EM) using a rigorous method to attain validity evidence.Methods: A literature review was performed to develop a list of potential milestones. An expert panel, which included a medical student and 23 faculty members (four program directors, 16 clerkship directors, and five assistant deans) from 19 different institutions, came to consensus on these milestones through two rounds of a modified Delphi protocol. The Delphi technique builds content validity and is an accepted method to develop consensus by eliciting expert opinions through multiple rounds of questionnaires.Results: Of the initial 39 milestones, 12 were removed at the end of round 1 due to low agreement on importance of the milestone or because of redundancy with other milestones. An additional 12 milestones were revised to improve clarity or eliminate redundancy, and one was added based on expert panelists' suggestions. Of the 28 milestones moving to round 2, consensus with a high level of agreement was achieved for 24. These were mapped to the ACGME EM residency milestone competency domains, as well as the Association of American Medical Colleges (AAMC) core entrustable professional activities for entering residency to improve content validity.Conclusions: This study found consensus support by experts for a list of 24 milestones relevant to the assessment of fourth-year medical student performance by the completion of their EM clerkships. The findings are useful for development of a valid method for assessing medical student performance as students approach residency.ACADEMIC EMERGENCY MEDICINE 2014;21:905-911

show abstract

State of Undergraduate Education in Emergency Medicine: A National Survey of Clerkship Directors

Abstract: Background: The discipline of emergency medicine (EM) has rapidly changed over the past 10 years, resulting in greater involvement of the specialty in undergraduate medical education.

Cited by 37 publications

References 7 publications

Matrizes para a Aquisição de Competências no Ensino de Urgências Clínicas / Ensino de Urgências Orientado por Competências

Matrizes para a Aquisição de Competências no Ensino de Urgências Clínicas / Ensino de Urgências Orientado por Competências

Scholarship by the Clinician‐Educator in Emergency Medicine

Medical Student Milestones in Emergency Medicine

Contact Info

Product

Resources

About