The Case for Core Competency <i>and</i> Competent Corps: Using Polarity Management to Illuminate Tensions in Training

Merritt, Chris; Pusic, Martin; Wolff, Margaret; Cico, Stephen John; Santen, Sally A.

doi:10.4300/jgme-d-22-00199.1

Cited by 3 publications

(4 citation statements)

References 24 publications

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“…18 The optimal solution is likely to differ between settings and EM providers. 19 Finally, and perhaps most importantly, is the twin-mirror of self-assessment and reflection. Self-assessment can be poor, as shown by Dunning and Kruger's paper "Unskilled and unaware: How difficulties in recognizing one's own incompetence lead to inflated self-assessments."…”

Section: Four Approache S To Maintain Compe Ten C Ymentioning

confidence: 99%

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Our responsibility to patients: Maintain competency or … stop practicing

Santen,

Hemphill,

Pusic

et al. 2023

AEM Education and Training

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Section: Four Approache S To Maintain Compe Ten C Ymentioning

confidence: 99%

“…These options leverage alignment with systems‐based approaches that maximize collective competence 18 . The optimal solution is likely to differ between settings and EM providers 19 …”

Section: Four Approaches To Maintain Competencymentioning

confidence: 99%

Our responsibility to patients: Maintain competency or … stop practicing

Santen,

Hemphill,

Pusic

et al. 2023

AEM Education and Training

Self Cite

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“…This polarity around how content is categorized and prioritized is important to allow a curriculum to be tailored for each individual residency program and for curriculum growth to mirror growth in PEM. 19 An additional implication for EM educators is our emphasis on pediatric normal. The MCP, which serve as a foundation for our content generation, primarily focus on pathology: for example "tachycardia" as opposed to normal heart rate by age.…”

Section: Discussionmentioning

confidence: 99%

“…Participants described a model that prioritized acuity, prioritized what was particular to the learning venue, or a combination of both (see Table 3). This polarity around how content is categorized and prioritized is important to allow a curriculum to be tailored for each individual residency program and for curriculum growth to mirror growth in PEM 19 …”

Section: Discussionmentioning

confidence: 99%

Determination, categorization, and hierarchy of content for a pediatric emergency medicine curriculum designed for emergency medicine residents

Cavallaro,

Schutzman,

et al. 2024

AEM Education and Training

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BackgroundCurrently, the Accreditation Council of Graduate Medical Education requires time‐based pediatric experiences for emergency medicine (EM) residents in both pediatric emergency medicine (PEM) and critical care settings. The American Board of Emergency Medicine has published the Model of the Clinical Practice of Emergency Medicine, which is a list of content an EM resident should learn. However, this list is large and without prioritization and therefore can be difficult to incorporate into time‐limited curricula.ObjectivesThe primary objective of this study was to develop comprehensive categorization of PEM content using an EM lens. The second objective was to suggest a prioritization for the EM learner of the enumerated PEM elements.MethodsWe first assembled a comprehensive list of PEM concepts, diagnoses, and procedures that might be taught to EM residents. We then convened focus groups composed of key stakeholders to help formulate content and concept themes important for EM resident training. Once the themes were identified, we divided the list of PEM topics into appropriate themes and then carried out a second round of focus groups expanded to include more diverse expert input for prioritizing the elements of the comprehensive list within each theme.ResultsWe prioritized 168 important PEM concepts from previous standards and emerging PEM literature among 10 identified themes: the pediatric normal, the bottom‐line boil‐it‐down approach, common presentations, high‐acuity pediatric cases and procedures, differences between children and adults, same between children and adults, red flags, infrequency of caring for a child compared with an adult, keep breadth but promote self‐directed depth, and triage and disposition.ConclusionsBased on input from stakeholders in EM resident education, we identified key themes within PEM education and created a framework for the hierarchical categorization of PEM content for within an EM residency.

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