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Emergency medicine core lecture

Kory S London, Jeffrey Druck, Matthew Silver, Douglas Finefrock
INTRODUCTION: Since the creation of Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) patient satisfaction (PS) scores, patient experience (PE) has become a metric that can profoundly affect the fiscal balance of hospital systems, reputation of entire departments and welfare of individual physicians. While government and hospital mandates demonstrate the prominence of PE as a quality measure, no such mandate exists for its education. The objective of this study was to determine the education and evaluation landscape for PE in categorical emergency medicine (EM) residencies...
January 2017: Western Journal of Emergency Medicine
Eric Shappell, James Ahn
INTRODUCTION: A key task of emergency medicine (EM) training programs is to develop a consistent knowledge of core content in recruits with heterogeneous training backgrounds. The traditional model for delivering core content is lecture-based weekly conference; however, a growing body of literature finds this format less effective and less appealing than alternatives. We sought to address this challenge by conducting a needs assessment for a longitudinal intern curriculum for millennial learners...
January 2017: Western Journal of Emergency Medicine
Rocío Rojí, Antonio Noguera-Tejedor, Fernando Pikabea-Díaz, José Miguel Carrasco, Carlos Centeno
CONTEXT: A mandatory course in palliative care (PC) is organized for all final-year medical students at the University of Navarre. It consists of 24 lectures, 4 workshops, and 1 scheduled five hour clinical PC service experience at two different sites. In the 48 hours after the visit and related to the clinical experience, each student has to complete a 500-word reflective writing (RW) piece. OBJECTIVE: To investigate how a brief PC clinical experience helps equip the medical student...
February 2017: Journal of Palliative Medicine
Emily Rose, Ilene Claudius, Ramin Tabatabai, Liza Kearl, Solomon Behar, Paul Jhun
BACKGROUND: Utilizing the flipped classroom is an opportunity for a more engaged classroom session. This educational approach is theorized to improve learner engagement and retention and allows for more complex learning during class. No studies to date have been conducted in the postgraduate medical education setting investigating the effects of interactive, interpolated questions in preclassroom online video material. OBJECTIVES: We created a flipped classroom for core pediatric emergency medicine (PEM) topics using recorded online video lectures for preclassroom material and interactive simulations for the in-classroom session...
September 2016: Journal of Emergency Medicine
Edward K Lew, Erik K Nordquist
BACKGROUND: Asynchronous learning is gaining popularity. Data are limited regarding this learning method in medical students rotating in emergency medicine (EM). In EM, faculty time is limited to give in-person lectures. The authors sought to create an online curriculum that students could utilize as an additional learning modality. OBJECTIVE: The goal was to evaluate effectiveness, participation, and preference for this mode of learning. METHODS: We developed five online, narrated PowerPoint presentations...
2016: Medical Education Online
Laura Thompson, Matthew Exline, Cynthia G Leung, David P Way, Daniel Clinchot, David P Bahner, Sorabh Khandelwal
BACKGROUND: Procedural skills training is a critical component of medical education, but is often lacking in standard clinical curricula. We describe a unique immersive procedural skills curriculum for medical students, designed and taught primarily by emergency medicine faculty at The Ohio State University College of Medicine. OBJECTIVES: The primary educational objective of this program was to formally introduce medical students to clinical procedures thought to be important for success in residency...
2016: Medical Education Online
James Ahn, David Jones, Lalena Michelle Yarris, Helen Barrett Fromme
Both the Liaison Committee on Medical Education and the Accreditation Council of Graduate Medical Education require residents to be engaged in teaching to develop skills as educators. Although proposed guidelines for an emergency medicine (EM) resident-as-teachers (RAT) curriculum were published in 2006, little has been published regarding RAT curriculum implementation or outcomes since. A crucial first step in developing a formal RAT curriculum for EM educators to pilot, implement, and evaluate is an assessment of current needs and practices related to RAT curricula in EM residencies...
February 2017: Internal and Emergency Medicine
Lynette J Mark, Kurt R Herzer, Renee Cover, Vinciya Pandian, Nasir I Bhatti, Lauren C Berkow, Elliott R Haut, Alexander T Hillel, Christina R Miller, David J Feller-Kopman, Adam J Schiavi, Yanjun J Xie, Christine Lim, Christine Holzmueller, Mueen Ahmad, Pradeep Thomas, Paul W Flint, Marek A Mirski
BACKGROUND: Difficult airway cases can quickly become emergencies, increasing the risk of life-threatening complications or death. Emergency airway management outside the operating room is particularly challenging. METHODS: We developed a quality improvement program-the Difficult Airway Response Team (DART)-to improve emergency airway management outside the operating room. DART was implemented by a team of anesthesiologists, otolaryngologists, trauma surgeons, emergency medicine physicians, and risk managers in 2005 at The Johns Hopkins Hospital in Baltimore, Maryland...
July 2015: Anesthesia and Analgesia
Margaret Wolff, Mary Jo Wagner, Stacey Poznanski, Jocelyn Schiller, Sally Santen
BACKGROUND: Core content in Emergency Medicine Residency Programs is traditionally covered in didactic sessions, despite evidence suggesting that learners do not retain a significant portion of what is taught during lectures. DISCUSSION: We describe techniques that medical educators can use when leading teaching sessions to foster engagement and encourage self-directed learning, based on current literature and evidence about learning. CONCLUSIONS: When these techniques are incorporated, sessions can be effective in delivering core knowledge, contextualizing content, and explaining difficult concepts, leading to increased learning...
January 2015: Journal of Emergency Medicine
Annette Visconti, Theodore Gaeta, Michael Cabezon, William Briggs, Matthew Pyle
BACKGROUND: Residents deemed at risk for low performance on standardized examinations require focused attention and remediation. OBJECTIVE: To determine whether a remediation program for residents identified as at risk for failure on the Emergency Medicine (EM) Written Board Examination is associated with improved outcomes. INTERVENTION: All residents in 8 classes of an EM 1-3 program were assessed using the In-Training Examination. Residents enrolled in the Focused Board Intervention (FBI) remediation program based on an absolute score on the EM 3 examination of <70% or a score more than 1 SD below the national mean on the EM 1 or 2 examination...
September 2013: Journal of Graduate Medical Education
Ali Pourmand, Raymond Lucas, Mehdi Nouraie
UNLABELLED: Abstract Objective: To compare medical knowledge acquisition among emergency medicine (EM) residents who attend weekly core content lectures with those absent but asynchronously viewing the same lectures in a Web-based electronic platform. SUBJECTS AND METHODS: During the study period all EM residents attending or absent from weekly educational conferences were given a quiz on the covered material. During Phase 1, absentees were not given supplemental educational content for missed lectures...
March 2013: Telemedicine Journal and E-health: the Official Journal of the American Telemedicine Association
Daniel Miller, Cameron Crandall, Charles Washington, Steven McLaughlin
OBJECTIVES: Teamwork and communication often play a role in adverse clinical events. Due to the multidisciplinary and time-sensitive nature of trauma care, the effects of teamwork and communication can be especially pronounced in the treatment of the acutely injured patient. Our hypothesis was that an in situ trauma simulation (ISTS) program (simulating traumas in the trauma bay with all members of the trauma team) could be implemented in an emergency department (ED) and that this would improve teamwork and communication measured in the clinical setting...
May 2012: Academic Emergency Medicine: Official Journal of the Society for Academic Emergency Medicine
Amy H Kaji, Wendy Coates, Cha-Chi Fung
BACKGROUND: Hospitals are viewed as a haven of safety within a community in the aftermath of a natural or man-made disaster. Thus, the importance of disaster training for hospital personnel is paramount. Regardless of specialty, all physicians will be called upon to serve. Yet, disaster training is not routinely incorporated into the curriculum of undergraduate medical education. The development and implementation of a disaster management course for medical students should therefore be a priority...
April 2010: Teaching and Learning in Medicine
Dianne Dunning, Michael P Martin, Jimmy L Tickel, William B Gentry, Peter Cowen, Barrett D Slenning
The nation's veterinary colleges lack the curricula necessary to meet veterinary demands for animal/public health and emergency preparedness. To this end, the authors report a literature review summarizing training programs within human/veterinary medicine. In addition, the authors describe new competency-based Veterinary Credential Responder training at North Carolina State University College of Veterinary Medicine (NCSU CVM). From an evaluation of 257 PubMed-derived articles relating to veterinary/medical disaster training, 14 fulfilled all inclusion requirements (nine were veterinary oriented; five came from human medical programs)...
2009: Journal of Veterinary Medical Education
D Steinmann, U Goebel, C I Schwer, C Freising, T Bross, K M Strosing, A Schmutz, K Geiger, C Heringhaus
Efforts to improve the quality of undergraduate medical education are commonly hampered by limited human and financial resources. This deficiency may be offset by the development of well structured and innovative teaching concepts, which optimize available assets. The newly conceived modular course "Emergency Medicine" at the University Medical Center Freiburg was conducted for the first time in the winter semester 2006/2007. The core of the course is a 3-day practical training period. It provides the possibility to teach a maximum number of medical students with only four lecturers using patient simulators, interactive case scenarios (simulation software MicroSim), and case scenarios with standardized patients...
December 2008: Der Anaesthesist
Elliott Silverman, Brian J Dunkin, S Rob Todd, Krista Turner, Bridget N Fahy, Anakara Sukumaran, Carin Hagberg, Barbara Bass
PURPOSE: Airway management occupies a crucial component of surgical education. As such, it can be difficult to provide adequate training within the hospital setting alone. To be facile in all aspects of nonsurgical airway management, the surgical resident must have thorough cognitive understanding of the process as well as technical mastery. The Department of Surgery at the Methodist Hospital in Houston has developed a curriculum for nonsurgical airway management that uses multiple modalities for education, reinforcement, and testing...
March 2008: Journal of Surgical Education
Leila Jahangiri, Thomas W Mucciolo
This qualitative research study identified criteria for teacher quality preferences as perceived by current and past students. A two-question, open-ended survey asking what qualities learners liked most and least in a teacher/presenter was given to two groups: students (Group A) from medicine, dentistry, and related residency programs; and dentists and physicians (Group B) who had graduated at least three years previously and who attended a minimum of two days of continuing education courses in lecture format each year...
April 2008: Journal of Dental Education
David A Wald, David E Manthey, Linda Kruus, Matthew Tripp, Jeffrey Barrett, Bobby Amoroso
OBJECTIVES: An emergency medicine (EM) clerkship can provide a medical student with a unique educational experience. The authors sought to describe the current experiential curriculum of the EM clerkship, along with methods of evaluation, feedback, and grading. METHODS: A descriptive survey was utilized. Clerkship directors at EM residency programs accredited by the Accreditation Council for Graduate Medical Education completed an online questionnaire. Data were analyzed using descriptive statistics...
July 2007: Academic Emergency Medicine: Official Journal of the Society for Academic Emergency Medicine
Suvranu Ganguli, Ivan Pedrosa, Chun-Shan Yam, Barbara Appignani, Bettina Siewert, Herbert Y Kressel
RATIONALE AND OBJECTIVES: The aim of the study is to evaluate the effectiveness of an Emergency Radiology (ER) Core Curriculum training module and a Digital Imaging and Communications in Medicine (DICOM)-based interactive examination system to prepare first-year (postgraduate year 2 [PGY-2]) radiology residents and assess their readiness for taking overnight radiology call. MATERIALS AND METHODS: Institutional review board approval was obtained, and the study was compliant with Health Insurance Portability and Accountability Act (HIPAA) regulations...
June 2006: Academic Radiology
W S Smock
To address the forensic needs of living patients, the Department of Emergency Medicine at the University of Louisville School of Medicine in Louisville, Kentucky, USA initiated the first clinical forensic medicine training programme in the USA. In July 1991, formal training in clinical forensic medicine was incorporated into the core curriculum of the USA's second oldest academic emergency medicine training programme. The University of Louisville, in cooperation with the Kentucky Medical Examiner's Office, developed the curriculum to provide the emergency physician with the knowledge base and technical skills to perform forensic evaluations of living patients...
June 1994: Journal of Clinical Forensic Medicine
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