IFEM model curriculum: emergency medicine learning outcomes for undergraduate medical education.
Emergency medicine
Medical school
Medical students
Undergraduate training
Journal
International journal of emergency medicine
ISSN: 1865-1372
Titre abrégé: Int J Emerg Med
Pays: England
ID NLM: 101469435
Informations de publication
Date de publication:
05 Aug 2024
05 Aug 2024
Historique:
received:
15
03
2024
accepted:
04
07
2024
medline:
6
8
2024
pubmed:
6
8
2024
entrez:
5
8
2024
Statut:
epublish
Résumé
The International Federation for Emergency Medicine (IFEM) published its model curriculum for medical student education in emergency medicine in 2009. Because of the evolving principles of emergency medicine and medical education, driven by societal, professional, and educational developments, there was a need for an update on IFEM recommendations. The main objective of the update process was creating Intended Learning Outcomes (ILOs) and providing tier-based recommendations. A consensus methodology combining nominal group and modified Delphi methods was used. The nominal group had 15 members representing eight countries in six regions. The process began with a review of the 2009 curriculum by IFEM Core Curriculum and Education Committee (CCEC) members, followed by a three-phase update process involving survey creation [The final survey document included 55 items in 4 sections, namely, participant & context information (16 items), intended learning outcomes (6 items), principles unique to emergency medicine (20 items), and content unique to emergency medicine (13 items)], participant selection from IFEM member countries and survey implementation, and data analysis to create the recommendations. Out of 112 invitees (CCEC members and IFEM member country nominees), 57 (50.9%) participants from 27 countries participated. Eighteen (31.6%) participants were from LMICs, while 39 (68.4%) were from HICs. Forty-four (77.2%) participants have been involved with medical students' emergency medicine training for more than five years in their careers, and 56 (98.2%) have been involved with medical students' training in the last five years. Thirty-five (61.4%) participants have completed a form of training in medical education. The exercise resulted in the formulation of tiered ILO recommendations. Tier 1 ILOs are recommended for all medical schools, Tier 2 ILOs are recommended for medical schools based on perceived local healthcare system needs and/or adequate resources, and Tier 3 ILOs should be considered for medical schools based on perceived local healthcare system needs and/or adequate resources. The updated IFEM ILO recommendations are designed to be applicable across diverse educational and healthcare settings. These recommendations aim to provide a clear framework for medical schools to prepare graduates with essential emergency care capabilities immediately after completing medical school. The successful distribution and implementation of these recommendations hinge on support from faculty and administrators, ensuring that future healthcare professionals are well-prepared for emergency medical care.
Sections du résumé
BACKGROUND
BACKGROUND
The International Federation for Emergency Medicine (IFEM) published its model curriculum for medical student education in emergency medicine in 2009. Because of the evolving principles of emergency medicine and medical education, driven by societal, professional, and educational developments, there was a need for an update on IFEM recommendations. The main objective of the update process was creating Intended Learning Outcomes (ILOs) and providing tier-based recommendations.
METHOD
METHODS
A consensus methodology combining nominal group and modified Delphi methods was used. The nominal group had 15 members representing eight countries in six regions. The process began with a review of the 2009 curriculum by IFEM Core Curriculum and Education Committee (CCEC) members, followed by a three-phase update process involving survey creation [The final survey document included 55 items in 4 sections, namely, participant & context information (16 items), intended learning outcomes (6 items), principles unique to emergency medicine (20 items), and content unique to emergency medicine (13 items)], participant selection from IFEM member countries and survey implementation, and data analysis to create the recommendations.
RESULTS
RESULTS
Out of 112 invitees (CCEC members and IFEM member country nominees), 57 (50.9%) participants from 27 countries participated. Eighteen (31.6%) participants were from LMICs, while 39 (68.4%) were from HICs. Forty-four (77.2%) participants have been involved with medical students' emergency medicine training for more than five years in their careers, and 56 (98.2%) have been involved with medical students' training in the last five years. Thirty-five (61.4%) participants have completed a form of training in medical education. The exercise resulted in the formulation of tiered ILO recommendations. Tier 1 ILOs are recommended for all medical schools, Tier 2 ILOs are recommended for medical schools based on perceived local healthcare system needs and/or adequate resources, and Tier 3 ILOs should be considered for medical schools based on perceived local healthcare system needs and/or adequate resources.
CONCLUSION
CONCLUSIONS
The updated IFEM ILO recommendations are designed to be applicable across diverse educational and healthcare settings. These recommendations aim to provide a clear framework for medical schools to prepare graduates with essential emergency care capabilities immediately after completing medical school. The successful distribution and implementation of these recommendations hinge on support from faculty and administrators, ensuring that future healthcare professionals are well-prepared for emergency medical care.
Identifiants
pubmed: 39103797
doi: 10.1186/s12245-024-00671-9
pii: 10.1186/s12245-024-00671-9
doi:
Types de publication
Journal Article
Langues
eng
Pagination
98Investigateurs
Abdullah Abdulkhaliq Qazzaz
(AA)
Aisha Hamed Al Khamisi
(AH)
Amal Al Mandhari
(A)
Amber Hathcock
(A)
Aus N Jamil
(AN)
Borwon Wittayachamanakul
(B)
Bret Nicks
(B)
Carlos E Vallejo-Bocanumen
(CE)
Cem Oktay
(C)
Chih-Hsien Chi
(CH)
Conor Deasy
(C)
Craig Beringer
(C)
Doris Lorette Uwamahoro
(DL)
Dorota Rutkowska
(D)
Erin L Simon
(EL)
Faith Joan Gaerlan
(FJ)
Frida Meyer
(F)
Immad S Qureshi
(IS)
Janet Lin
(J)
Jesús Daniel López Tapia
(JDL)
Justin Kaplan
(J)
Keamogetswe Molokoane
(K)
Kuldeep Kaur
(K)
Lars Petter Bjoernsen
(LP)
Lisa Kurland
(L)
Matthew Chu
(M)
Miklos Szedlak
(M)
Mohamed Alwi Abdul Rahman
(MAA)
Mohan Kamalanathan
(M)
Ndebwanimana Vincent
(N)
Oscar Navea
(O)
Pariwat Phungoen
(P)
Pauline F Convocar
(PF)
Peter Vass
(P)
Philipp Martin
(P)
Rahim Valani
(R)
Richard Henry S Santos
(RHS)
Ruth Hew Li-Shan
(RH)
Sabrina Berdouk
(S)
Saleem A Varachhia
(SA)
Sam Thenabadu
(S)
Sameer Thapa
(S)
Sean Kivlehan
(S)
Sofia Basauri
(S)
Syed Ghazanfar Saleem
(SG)
Valerie Krym
(V)
Victor Lee
(V)
Wee Choon Peng Jeremy
(WCP)
Zsolt Kozma
(Z)
Informations de copyright
© 2024. The Author(s).
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