The Development of a National Emergency Medical Services Curriculum Framework for Physicians in Canada

MacDonald, Russell D.; Ip, Joseph K.H.; Wanger, Karen; Rothney, Adrienne; McLelland, Kirstie; Travers, Andrew H.; Verbeek, P. Richard; Sookram, Sunil; Vu, Erik; Cain, Ed; Feldman, Michael J.; Schwartz, Brian

doi:10.1080/10903120802100761

Cited by 5 publications

(6 citation statements)

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“…Variation in recommendations among published curricula stems from a lack of data on what components of resident EMS education are most important to emergency physicians’ future medical practice. Expert opinions outlined in prior curricula have identified a core set of EMS education components that should be part of residency training, and this is consistent with the recommendations published by Verdile et al 6 on behalf of the SAEM EMS Committee in its model EM residency EMS curriculum 3–6,8,9 . Verdile et al 6 outlined a set of “absolute minimum training” requirements for residents, including “competency in providing off‐line (indirect) and on‐line (direct) medical direction to EMS personnel.” Yet, our data reveal that 14% of residency programs do not require participation in DMO.…”

Section: Discussionmentioning

confidence: 55%

“…The ACGME has identified EMS education as a required component of EM training and, as a core component of systems‐based practice, the sixth competency outlined by the ACGME Outcomes Project 1,11 . In addition to the SAEM model curriculum, 6 a number of other model curricula for EMS education have been published 2–5,7–9 . Model curricula and program descriptions have focused primarily on the provision of medical oversight, quality assurance and improvement activities, education of EMS providers, and in‐field observational experiences 2,3,6,8,9 .…”

Section: Discussionmentioning

confidence: 99%

“…In addition to the SAEM model curriculum, 6 a number of other model curricula for EMS education have been published 2–5,7–9 . Model curricula and program descriptions have focused primarily on the provision of medical oversight, quality assurance and improvement activities, education of EMS providers, and in‐field observational experiences 2,3,6,8,9 . However, a variety of other more active experiences have also been described, including resident integration as an in‐field provider within a ground or air EMS system and unique experiences within urban, rural, or wilderness environments 7,12–17 …”

Section: Discussionmentioning

confidence: 99%

“…These include paramedic base station communication, in‐field care and transportation, and training of prehospital providers. However, in spite of these common requirements, a variety of disparate residency curricula have been published for providing EMS education, and there is a lack of consensus on the optimal content and methods for providing this education 2–9 . Furthermore, a survey of 737 EM residents by Willoughby et al 10 identified that a majority thought that EMS was poorly integrated into their curriculum.…”

mentioning

confidence: 99%

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Emergency Medical Services Education in Emergency Medicine Residency Programs: A National Survey

Katzer

Cabañas²,

Martin‐Gill³

2012

Academic Emergency Medicine

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Objectives: Emergency medical services (EMS) was recently approved as a subspecialty by the American Board of Medical Specialties, highlighting the core content of knowledge that encompasses prehospital emergency patient care. This study aimed to describe the current state of EMS education at emergency medicine (EM) residency programs in the United States. Methods:The authors distributed an online survey containing multiple-choice and free-response questions pertaining to resident EMS education to the directors of EM residency programs in the United States between July 21 and September 10, 2010.Results: Of 154 programs, 117 (75%) responded to the survey, and 108 (70%) completed the survey by answering all required questions. Of completed surveys, 82 programs (76%) reported the cumulative time devoted to EMS didactic education during the course of residency training, a median of 20 hours (range = 3 to 300 hours; interquartile range [IQR] = 12 to 36 hours). There is a designated EMS rotation in 89% of programs, with a median duration of 3 weeks (range = 1 to 9 weeks; IQR = 2 to 4 weeks). Most programs involve residents on EMS rotations strictly as in-field observers (63%), some as in-field providers (20%), and the rest with some combination of the two roles. Ground ride-along is required in 94% of programs, while air ride-along is mandatory in 4% and optional in 81% of programs. Direct medical oversight (DMO) certification is required in 41% of residency programs, but not available in 26% of program jurisdictions. Residents in 92% of programs provide DMO. In those programs, most residents (77%) provide DMO primarily while working in the emergency department (ED), 13% during dedicated EMS or medical oversight shifts, and 4% during a combination of these shifts. Disaster-preparedness was most frequently listed as the component programs would like to add to their EMS curricula. Conclusions:There is a wide range in the didactic, online, and in-field EMS educational experiences provided as part of EM training. Most residents participate in ground ride-along activities, provide DMO, and have a dedicated EMS rotation. Disaster-preparedness is the most common desired addition to existing EMS rotations.ACADEMIC EMERGENCY MEDICINE 2012; 19:174-179 ª 2012 by the Society for Academic Emergency Medicine T he recent establishment of emergency medical services (EMS) as a subspecialty by the American Board of Medical Specialties underscores the unique body of knowledge that encompasses out-ofhospital emergency care. As this care is closely tied to the management of patients in the emergency department (ED), the Accreditation Council for Graduate Medical Education (ACGME) program requirements for

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Section: Discussionmentioning

confidence: 55%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Emergency Medical Services Education in Emergency Medicine Residency Programs: A National Survey

Katzer

Cabañas²,

Martin‐Gill³

2012

Academic Emergency Medicine

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“…There is a precedent for this practice in other fields, with several published common curricula, goals, and objectives (3)(4)(5)(6)(7)(8)(9). Some of these curricula are limited to particular fields or practices within a general residency (3,4).…”

Section: Introductionmentioning

confidence: 99%

Competency‐Based Goals, Objectives, and Linked Evaluations for Rheumatology Training Programs: A Standardized Template of Learning Activities From the Carolinas Fellows Collaborative

Criscione-Schreiber

Bolster

Jonas

et al. 2013

Arthritis Care & Research

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Objective. American Council on Graduate Medical Education program requirements mandate that rheumatology training programs have written goals, objectives, and performance evaluations for each learning activity. Since learning activities are similar across rheumatology programs, we aimed to create competency-based goals and objectives (CBGO) and evaluations that would be generalizable nationally. Methods. Through an established collaboration of the 4 training programs' directors in North Carolina and South Carolina, we collaboratively composed CBGO and evaluations for each learning activity for rheumatology training programs. CBGO and linked evaluations were written using appropriate verbs based on Bloom's taxonomy. Draft documents were peer reviewed by faculty at the 4 institutions and by members of the American College of Rheumatology (ACR) Clinician Scholar Educator Group. Results. We completed templates of CBGO for core and elective rotations and conferences. Templates detail progressive fellow performance improvement appropriate to educational level. Specific CBGO are mirrored in learning activity evaluations. Templates are easily modified to fit individual program attributes, have been successfully implemented by our 4 programs, and have proven their value in 4 residency review committee reviews. Conclusion. We propose adoption of these template CBGO by the ACR, with access available to all rheumatology training programs. Evaluation forms that exactly reflect stated objectives ensure that trainees are assessed using standardized measures and that trainees are aware of the learning expectations. The objectives mirrored in the evaluations closely align with the proposed milestones for internal medicine training, and will therefore be a useful starting point for creating these milestones in rheumatology.

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Examining the disaster medicine curriculum in Canadian Emergency Medicine enhanced skills programs

2023

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The Development of a National Emergency Medical Services Curriculum Framework for Physicians in Canada

Cited by 5 publications

References 2 publications

Emergency Medical Services Education in Emergency Medicine Residency Programs: A National Survey

Emergency Medical Services Education in Emergency Medicine Residency Programs: A National Survey

Competency‐Based Goals, Objectives, and Linked Evaluations for Rheumatology Training Programs: A Standardized Template of Learning Activities From the Carolinas Fellows Collaborative

Examining the disaster medicine curriculum in Canadian Emergency Medicine enhanced skills programs

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