scholarly journals How Well Do Core Faculty Understand The Emeregency Medicine Milestones?

2019 ◽  
Vol 21 (1) ◽  
pp. 160-162
Author(s):  
Randy Sorge ◽  
Simiao Li-Sauerwine ◽  
Jorge Fernandez ◽  
Gene Hern
Keyword(s):  
Emergency Medicine ◽  
National Survey ◽  
Response Rate ◽  
Program Directors ◽  
Electronic Media ◽  
Survey Tool ◽  
Core Faculty ◽  
Poor Understanding ◽  
Competency Based ◽  
Single Response

Introduction: It is unclear how emergency medicine (EM) programs educate core faculty about the use of milestones in competency-based evaluations. We conducted a national survey to profile how programs educate core faculty regarding their use and to assess core faculty’s understanding of the milestones. Methods: Our survey tool was distributed over six months in 2017 via the Council of Emergency Medicine Residency Directors (CORD) listserv. Responses, which were de-identified, were solicited from program directors (PDs), assistant/associate program directors (APDs), and core faculty. A single response from a program was considered sufficient. Results: Our survey had a 69.7% response rate (n=140/201). 62.9% of programs reported educating core faculty about the EM Milestones via the distribution of physical or electronic media. Although 82.6% of respondents indicated that it was important for core faculty to understand how the EM Milestones are used in competency-based evaluations, respondents estimated that 48.6% of core faculty possess “fair or poor” understanding of the milestones. Furthermore, only 50.7% of respondents felt that the EM Milestones were a valuable tool. Conclusion: These data suggest there is sub-optimal understanding of the EM Milestones among core faculty and disagreement as to whether the milestones are a valuable tool.

scholarly journals LO40: Describing CCFP(EM) programs in Canada: a national survey of program directors

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S20-S21 ◽  
Author(s):  
A. Nath ◽  
K. Yadav ◽  
J. J. Perry
Keyword(s):  
Emergency Medicine ◽  
Skills Training ◽  
Program Directors ◽  
Intrauterine Pregnancy ◽  
Administrative Structure ◽  
In Situ Simulation ◽  
Ultrasound Simulation ◽  
Content Development ◽  
Quality Assurance Project ◽  
Competency Based

Introduction: Enhanced skills training in emergency medicine (EM) for family physicians (CCFP(EM)) has existed since the 1970s. Accreditation standards define what every program must and should have, yet little is known on what is currently done across Canada. Our objectives were to: 1) describe major components of CCFP(EM) programs; and 2) determine how programs incorporate these components into their curriculum. Methods: A rigorous development process included expert content development and in-person pilot testing using Royal College Emergency Medicine Program Directors. An electronic survey questionnaire comprised of 63 questions was administered to all 17 CCFP(EM) program directors using a modified Dillman technique. Non-responders were sent a reminder email every 2 weeks over a 6-week period and an in-person reminder was given to non-responders at a face to face meeting 4 weeks after the initial survey was sent in June 2016. Results: All 17/17 (100%) program directors responded. There was considerable variation in administrative structure and financial support for each program. All programs provided ultrasound courses for basic skills (trauma, abdominal aortic aneurysm, intrauterine pregnancy). Variation exists for offering independent ultrasound certification (77%), advanced scanning (18%) and protected academic time for scanning (53%). All programs utilize high fidelity simulation. Some programs use in situ simulation (18%) and hold a simulation boot camp (41%). Most centres required an academic project, most commonly a quality assurance project (53%) and/or a critical appraisal of the literature (59%). Publication or national conference presentations were required by 12% of programs. Competency based assessments use simulation (88%) and direct observations (53%). Only 24% of programs have a transition to practice curriculum. All programs maintain strong connections to family medicine. Conclusion: This study demonstrates diverse structures of CCFP(EM) programs across Canada. Programs are similar regarding the provision of ultrasound, simulation and protected teaching time. Variation exists in administrative structure and financial resources of each program, academic project requirements, and how programs perform competency based assessments.

scholarly journals Patient Safety Training in Pediatric Emergency Medicine: A National Survey of Program Directors

2014 ◽  
Vol 21 (7) ◽  
pp. 835-838 ◽  
Author(s):  
Margaret Wolff ◽  
Charles G. Macias ◽  
Estevan Garcia ◽  
Curt Stankovic
Keyword(s):  
Emergency Medicine ◽  
Patient Safety ◽  
National Survey ◽  
Program Directors ◽  
Pediatric Emergency ◽  
Safety Training ◽  
Pediatric Emergency Medicine

scholarly journals LO60: Health research methodology education in Canadian emergency medicine residency programs: a national survey of curriculum assessment

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S29
Author(s):  
A. Wang ◽  
K. Van Aarsen ◽  
A. Meiwald ◽  
J. Yan
Keyword(s):  
Emergency Medicine ◽  
Research Methodology ◽  
Clinical Skills ◽  
Program Directors ◽  
Web Based ◽  
Residency Programs ◽  
Curriculum Assessment ◽  
Electronic Survey ◽  
Ethics Teaching ◽  
Competency Based

Introduction: With a shift towards competency-based medical education, it is crucial to not only emphasize learner abilities such as clinical skills but also leadership in the conduct of research. Though the Royal College of Physicians and Surgeons of Canada's (RCPSC) training objectives for Emergency Medicine (EM) residents state that the specialist physician be able to describe the principles of research, the research methodology curriculum across EM training programs in Canada is likely variable. The primary goal of this study was to describe the variability of research methodology teaching among RCPSC-EM residency programs. Methods: An electronic survey was distributed to English-speaking RCPSC-EM program directors (PDs) and EM residents. The survey investigated residents' and PDs’ thoughts on the adequacy of their local curriculum and asked them to quantify their research methodology teaching. The primary outcome was the frequency and content of current research methodology and research ethics teaching as well as a description of scholarly project requirements of EM residency programs across Canada. The data was presented with simple descriptive statistics. Results: 79 EM residents and 7 PDs responded (response rate 22.3% and 58.3%, respectively). All 7 PDs indicate having a research methodology curriculum while 71.6% of residents are aware of this curriculum. Only 57.1% of PDs report having formal assessments. Most programs (71.4%) teach via small groups while 28.6% of programs use large group sessions. Residents identify teaching as led by research staff (68.9%), staff physicians (60%), and EM researchers (57.8%), while only 17.8% use outside educators. Students noted various modalities of curriculum feedback such as online surveys, weekly forms, and verbal feedback. Regarding the strength of the curricula, 85.7% of PDs believed their curriculum prepares residents for board exams, while only 62.2% of residents felt similarly. When asked about using a standard web-based curriculum module if available, 60.5% of residents responded in favour. Conclusion: This study demonstrates that EM residency programs across Canada vary with respect to research methodology curriculum and discrepancies exist between residents’ and program directors’ perceptions of the curriculum. Given the lack of a standardized research methodology curriculum for these residency programs, there is an opportunity for curriculum development to improve training in research methodology.

Advanced Practice Providers in Academic Emergency Medicine: A National Survey of Chairs and Program Directors

2021 ◽  
Author(s):  
Christopher R. Carpenter ◽  
Stacy Abrams ◽  
D. Mark Courtney ◽  
Stephen C. Dorner ◽  
Pamela Dyne ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
National Survey ◽  
Program Directors ◽  
Advanced Practice

scholarly journals The development of national entrustable professional activities to inform the training and assessment of public health and preventative medicine residents

2017 ◽  
Vol 8 (3) ◽  
pp. e71-80 ◽  
Author(s):  
Brent Moloughney ◽  
Kieran Moore ◽  
Damon Dagnone ◽  
David Strong
Keyword(s):  
Public Health ◽  
Online Survey ◽  
Response Rate ◽  
Program Directors ◽  
Entrustable Professional Activities ◽  
Professional Activities ◽  
National Review ◽  
Competency Based ◽  
Review Course ◽  
Multiple Domains

Background: Entrustable Professional Activities (EPAs) have emerged to bridge the gap between the learning of individual competencies and competence in real world practice. EPAs capture the critical core work of a discipline integrating competencies from multiple domains. This report describes the development of a set of EPAs for specialty training in Public Health and Preventive Medicine (PHPM) in Canada.Methods: The PHPM EPAs were developed using multiple existing sources. A combination of workshops and a national online survey was used to consult with PHPM program directors, the national specialty committee, and competency-based education experts.Results: A national survey of PHPM program directors had a 71% response rate with 80% or more of respondents agreeing with all of the 20 EPA titles and all but one of their descriptions. Competency developmental stage-specific milestones were identified for each EPA.Conclusion: The identification of the EPAs and their milestones will increase emphasis on the demonstrated performance of the specialty's core work.  Simulations applicable to several EPAs have been developed. The EPAs have also been incorporated into a PHPM National Review Course and will be used to develop a national PHPM curriculum, as well as a national written practice examination.

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