The 2007 Model of the Clinical Practice of Emergency Medicine: The 2009 Update

Perina, Debra G.; Beeson, Michael S.; Char, Douglas; Counselman, Francis L.; Keim, Samuel M.; McGee, Douglas L.; Rosen, Carlo L.; Sokolove, Peter E.; Tantama, Stephen S.

doi:10.1016/j.annemergmed.2010.11.015

Cited by 30 publications

(18 citation statements)

References 11 publications

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“…In the USA, bedside ultrasonography is listed as one of the procedures and skills integral to the practice of emergency medicine . In 2009, consensus recommendations for resident training in emergency US were published.…”

Section: Introductionmentioning

confidence: 99%

Ultrasound use in Australasian emergency departments: A survey of Australasian College for Emergency Medicine Fellows and Trainees

Craig

Egerton-Warburton

Mellett

2014

Emerg Medicine Australasia

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Section: Introductionmentioning

confidence: 99%

Ultrasound use in Australasian emergency departments: A survey of Australasian College for Emergency Medicine Fellows and Trainees

Craig

Egerton-Warburton

Mellett

2014

Emerg Medicine Australasia

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“…1), [12]. Content was identified from the published models and updates for the clinical practice of Emergency Medicine, applying education theory to select topics that were felt by educators to be well suited to asynchronous learning [13,14]. This observational study included an initial feasibility phase and a cross-sectional comparison of all resident inservice examination scores and conference attendance percentages in the first year resident class before and after intervention implementation.…”

Section: Methodsmentioning

confidence: 99%

“…We hosted the curriculum on a preexisting, web-based platform that all administrators, residents, and faculty have access to both on campus and remotely. Our existing synchronous curriculum was a 2-year, systems-based block schedule that covers the core content for EM, according to the Model for the Practice of Emergency Medicine [13,14]. Members of the curriculum development team, including core education faculty and medical education fellows, examined the existing curriculum to identify gaps as well as content that would be better suited to a self-directed asynchronous format than lecture or small-group.…”

Section: Curriculum Content and Descriptionmentioning

confidence: 99%

Development and implementation of an asynchronous emergency medicine residency curriculum using a web-based platform

et al. 2016

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The Residency Review Committee in Emergency Medicine requires residency programs to deliver at least 5 hours of weekly didactics. Achieving at least a 70 % average attendance rate per resident is required for residency program accreditation, and is used as a benchmark for residency graduation in our program. We developed a web-based, asynchronous curriculum to replace 1 hour of synchronous didactics, and hypothesized that the curriculum would be feasible to implement, well received by learners, and improve conference participation. This paper describes the feasibility and learner acceptability of a longitudinal asynchronous curriculum, and describes its impact on postgraduate year-1(PGY-1) resident conference participation and annual in-training examination scores. Using formal curriculum design methods, we developed modules and paired assessment exercises to replace 1 hour of weekly didactics. We measured feasibility (development and implementation time and costs) and learner acceptability (measured on an anonymous survey). We compared pre- and post-intervention conference participation and in-service training examination scores using a two sample t test. The asynchronous curriculum proved feasible to develop and implement. PGY-1 resident conference participation improved compared to the pre-intervention year (85.6 vs. 62 %; 95 % CI 0.295-0.177; p < 0.001). We are unable to detect a difference between in-training examination results in either the PGY-1 group or across all residents by the introduction of this intervention. 18/31 (58 %) residents completed the post-intervention survey. 83 % reported satisfaction with curriculum changes. Strengths of the curriculum included clarity and timeliness of assignments. Weaknesses included technical difficulties with the online platform. Our curriculum is feasible to develop and implement. Despite technical difficulties, residents report high satisfaction with this new curriculum. Among PGY-1 residents there is improved conference participation compared to the prior year.

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“…Approved changes consisted of some minor editing of conditions and components, with the majority of changes occurring in Appendix 1 and Appendix 2. Appendix 2 was revised to be congruent with the six ACGME Core Competencies …”

Section: Evolutionmentioning

confidence: 99%

“…Appendix 2 was revised to be congruent with the six ACGME Core Competencies. 21 The 2011 EM Model Review Task Force was formed with representatives from the six collaborating organizations and met in May 2011 in Boston, Massachusetts. Significant changes were made to the document.…”

Section: Model Occurred In Both Annals Of Emergency Medicinementioning

confidence: 99%

Evolution of the Model of the Clinical Practice of Emergency Medicine: 1979 to Present

Counselman

Beeson

Marco

et al. 2017

Academic Emergency Medicine

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The Model of the Clinical Practice of Emergency Medicine (the EM Model) is a three-dimensional representation of the clinical practice of emergency medicine. It is a product of successful collaboration involving the American Board of Emergency Medicine (ABEM), the American College of Emergency Physicians (ACEP), the Society for Academic Emergency Medicine (SAEM), the Emergency Medicine Residents' Association (EMRA), the Council of Emergency Medicine Residency Directors (CORD), the Residency Review Committee for Emergency Medicine (RRC-EM), and the American Academy of Emergency Medicine (AAEM). In 2017, the most recent update and revision of the EM Model will be published. This document will represent the culmination of nearly 40 years of evolution, from a simple listing of presenting patient complaints, clinical symptoms, and disease states into a three-dimensional representation of the clinical practice of emergency medicine. These dimensions include conditions and components, physician tasks, and patient acuity. In addition, over the years, two other documents have been developed, the Knowledge, Skills, and Abilities (KSAs) and the Emergency Medicine Milestones. Both serve as related and complementary educational and assessment tools. This article will review the development of the EM Model from its inception in 1979 to today.

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The 2007 Model of the Clinical Practice of Emergency Medicine: The 2009 Update

Cited by 30 publications

References 11 publications

Ultrasound use in Australasian emergency departments: A survey of Australasian College for Emergency Medicine Fellows and Trainees

Ultrasound use in Australasian emergency departments: A survey of Australasian College for Emergency Medicine Fellows and Trainees

Development and implementation of an asynchronous emergency medicine residency curriculum using a web-based platform

Evolution of the Model of the Clinical Practice of Emergency Medicine: 1979 to Present

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