Development, Implementation, and Evaluation of an Open Access, Level-Specific, Core Content Curriculum for Emergency Medicine Residents.
Journal
Journal of graduate medical education
ISSN: 1949-8357
Titre abrégé: J Grad Med Educ
Pays: United States
ID NLM: 101521733
Informations de publication
Date de publication:
Oct 2021
Oct 2021
Historique:
received:
18
01
2021
revised:
02
06
2021
accepted:
03
06
2021
entrez:
1
11
2021
pubmed:
2
11
2021
medline:
3
11
2021
Statut:
ppublish
Résumé
Leaders in graduate medical education must provide robust clinical and didactic experiences to prepare residents for independent practice. Programs traditionally create didactic experiences individually, requiring tremendous resources with variable content exposure and quality. We sought to create and implement a free, open access, learner-centric, level-specific, emergency medicine (EM) residency curriculum. We developed Foundations of Emergency Medicine (FoEM) Foundations I and II courses using Kern's model of curriculum development. Fundamental topics were identified through content guidelines from the American Board of Emergency Medicine. We incorporated learner-centric strategies into 2 flipped classroom, case-based courses targeting postgraduate year (PGY) 1 and PGY-2 residents. The curriculum was made freely available online in 2016. Faculty and resident users were surveyed annually for feedback, which informed iterative refinement of the curriculum. Between 2016 and 2020, registration for FoEM expanded from 2 sites with 36 learners to 154 sites and 4453 learners. In 2019, 98 of 102 (96%) site leaders and 1618 of 2996 (54%) learners completed the evaluative survey. One hundred percent of responding leaders and 93% of learners were "satisfied" or "very satisfied" with FoEM content. Faculty and residents valued FoEM's usability, large volume of content, quality, adaptability, organization, resident-faculty interaction, and resident-as-teacher opportunities. Challenges to implementation included resident attendance, conference structure, technology limitations, and faculty engagement. We developed and implemented a learner-centric, level-specific, national EM curriculum that has been widely adopted in the United States.
Sections du résumé
BACKGROUND
BACKGROUND
Leaders in graduate medical education must provide robust clinical and didactic experiences to prepare residents for independent practice. Programs traditionally create didactic experiences individually, requiring tremendous resources with variable content exposure and quality.
OBJECTIVE
OBJECTIVE
We sought to create and implement a free, open access, learner-centric, level-specific, emergency medicine (EM) residency curriculum.
METHODS
METHODS
We developed Foundations of Emergency Medicine (FoEM) Foundations I and II courses using Kern's model of curriculum development. Fundamental topics were identified through content guidelines from the American Board of Emergency Medicine. We incorporated learner-centric strategies into 2 flipped classroom, case-based courses targeting postgraduate year (PGY) 1 and PGY-2 residents. The curriculum was made freely available online in 2016. Faculty and resident users were surveyed annually for feedback, which informed iterative refinement of the curriculum.
RESULTS
RESULTS
Between 2016 and 2020, registration for FoEM expanded from 2 sites with 36 learners to 154 sites and 4453 learners. In 2019, 98 of 102 (96%) site leaders and 1618 of 2996 (54%) learners completed the evaluative survey. One hundred percent of responding leaders and 93% of learners were "satisfied" or "very satisfied" with FoEM content. Faculty and residents valued FoEM's usability, large volume of content, quality, adaptability, organization, resident-faculty interaction, and resident-as-teacher opportunities. Challenges to implementation included resident attendance, conference structure, technology limitations, and faculty engagement.
CONCLUSIONS
CONCLUSIONS
We developed and implemented a learner-centric, level-specific, national EM curriculum that has been widely adopted in the United States.
Identifiants
pubmed: 34721800
doi: 10.4300/JGME-D-21-00067.1
pmc: PMC8527934
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
699-710Déclaration de conflit d'intérêts
Conflict of interest: The authors declare they have no competing interests. Disclaimer: Foundations of Emergency Medicine (FoEM) is supported by our 501c3 non-profit organization Foundations of Medical Education, Inc (FoME). All of our curricular content is collaborative and relies on a substantial volunteer effort by our leadership and contributors. Given the logistical limitations of our volunteer-based effort, we relied on a mix of FOAM (free open access medical education) and third-party multimedia asynchronous resources and coordinated assessments.
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