Emergency Medicine Residency Boot Camp Curriculum: A Pilot Study

Ataya, Ramsey; Dasgupta, Rahul; Blanda, Rachel; Moftakhar, Yasmin; Hughes, Patrick G.; Ahmed, Rami

doi:10.5811/westjem.2015.1.23931

Cited by 19 publications

(19 citation statements)

References 10 publications

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“… 10 – 12 Topics include: advanced cardiac life support skills, medicolegal principles of ED patient care, how to place a patient on a cardiac monitor, work code cart monitors/defibrillators, and perform female genitourinary examinations. 10 , 11 Advanced topics on orthopedics (splinting), ophthalmology (slit-lamp), and otolaryngology are relevant and may be considered, if time permits. Similarly, high-yield topics such as sepsis, stroke, and asthma may be reviewed to help students critically understand the current status and best practices.…”

Section: Discussionmentioning

confidence: 99%

“…To develop discipline-specific competencies for graduating medical students, there has been a recent trend to establish specialty-specific boot camps – currently advocated primarily by surgical specialties. 11 – 14 The goal of these boot camps is to provide individualized learning, prepare students for entering residency, and address the variability of skills of students attending the program from different medical schools. A recent meta-analysis evaluating the literature on 15 such boot camps showed that participants had significant improvements in clinical skills, knowledge, and confidence.…”

Section: Introductionmentioning

confidence: 99%

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A suggested emergency medicine boot camp curriculum for medical students based on the mapping of Core Entrustable Professional Activities to Emergency Medicine Level 1 milestones

Lamba

Wilson

Natal

et al. 2016

AMEP

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BackgroundAn increasing number of students rank Emergency Medicine (EM) as a top specialty choice, requiring medical schools to provide adequate exposure to EM. The Core Entrustable Professional Activities (EPAs) for Entering Residency by the Association of American Medical Colleges combined with the Milestone Project for EM residency training has attempted to standardize the undergraduate and graduate medical education goals. However, it remains unclear as to how the EPAs correlate to the milestones, and who owns the process of ensuring that an entering EM resident has competency at a certain minimum level. Recent trends establishing specialty-specific boot camps prepare students for residency and address the variability of skills of students coming from different medical schools.ObjectiveOur project’s goal was therefore to perform a needs assessment to inform the design of an EM boot camp curriculum. Toward this goal, we 1) mapped the core EPAs for graduating medical students to the EM residency Level 1 milestones in order to identify the possible gaps/needs and 2) conducted a pilot procedure workshop that was designed to address some of the identified gaps/needs in procedural skills.MethodsIn order to inform the curriculum of an EM boot camp, we used a systematic approach to 1) identify gaps between the EPAs and EM milestones (Level 1) and 2) determine what essential and supplemental competencies/skills an incoming EM resident should ideally possess. We then piloted a 1-day, three-station advanced ABCs procedure workshop based on the identified needs. A pre-workshop test and survey assessed knowledge, preparedness, confidence, and perceived competence. A post-workshop survey evaluated the program, and a posttest combined with psychomotor skills test using three simulation cases assessed students’ skills.ResultsStudents (n=9) reported increased confidence in the following procedures: intubation (1.5–2.1), thoracostomy (1.1–1.9), and central venous catheterization (1.3–2) (a three-point Likert-type scale, with 1= not yet confident/able to perform with supervision to 3= confident/able to perform without supervision). Psychomotor skills testing showed on average, 26% of students required verbal prompting with performance errors, 48% with minor performance errors, and 26% worked independently without performance errors. All participants reported: 1) increased knowledge and confidence in covered topics and 2) overall satisfaction with simulation experience.ConclusionMapping the Core EPAs for Entering Residency to the EM milestones at Level 1 identifies educational gaps for graduating medical students seeking a career in EM. Educators designing EM boot camps for medical students should consider these identified gaps, procedures, and clinical conditions during the development of a core standardized curriculum.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A suggested emergency medicine boot camp curriculum for medical students based on the mapping of Core Entrustable Professional Activities to Emergency Medicine Level 1 milestones

Lamba

Wilson

Natal

et al. 2016

AMEP

View full text Add to dashboard Cite

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“…Within this framework, the problem was the absence of a longitudinal curriculum tailored for interns that was consistently available. We conducted a literature review that revealed two examples of intern boot camp development 15,16. However, we were unable to identify a longitudinal curriculum for intern-level learners, and there are no published reports of a needs assessment for an EM intern-level curriculum.…”

Section: Introductionmentioning

confidence: 99%

A Needs Assessment for a Longitudinal Emergency Medicine Intern Curriculum

Shappell

Ahn

2017

WestJEM

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IntroductionA 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.MethodsWe surveyed all residents from the six EM programs in the greater Chicago area regarding the concept, format, and scope of a longitudinal intern curriculum.ResultsWe received 153 responses from the 300 residents surveyed (51% response rate). The majority of respondents (80%; 82% of interns) agreed or strongly agreed that a dedicated intern curriculum would add value to residency education. The most positively rated teaching method was simulation sessions (91% positive responses), followed by dedicated weekly conference time (75% positive responses) and dedicated asynchronous resources (71% positive responses). Less than half of respondents (47%; 26% of interns) supported use of textbook readings in the curriculum.ConclusionThere is strong learner interest in a longitudinal intern curriculum. This needs assessment can serve to inform the development of a universal intern curriculum targeting the millennial generation.

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“…Given the controversy over the type and frequency of wound closure training for nonspecialists, some studies have challenged the establishment of an adequate training model for nonspecialists. An emergency residency boot camp curriculum, including 45‐minute suture training has been developed and has been evaluated with a posttraining confidence level measured by questionnaire . Another preparatory training opportunity for new trainees beginning their surgical residency includes a 3‐hour suturing training program and was examined using knowledge tests .…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, most of the training models were developed for junior‐level physicians only . Since patient management is typically supervised by attending physicians and provided by a team, quality of care might be enhanced by both the acquisition of technical skills by junior‐level physicians and the establishment of teaching abilities by senior‐level physicians.…”

Section: Discussionmentioning

confidence: 99%

Early Complications Following Facial Laceration Repair Performed by Emergency Physicians After One Year of Wound Closure Training

Yamamoto

Homma

Masuzawa

et al. 2018

AEM Education and Training

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Objective: Facial lacerations, which are common in the emergency department, have usually been repaired by non-facial trauma specialists, such as emergency physicians. Given the ongoing discussion regarding quality assurance or the optimal training model on facial laceration repair for nonspecialists, we sought to determine the impact of a 1-year wound closure training provided to emergency physicians. We hypothesized a decrease in early complications following facial wound closure after the training.Methods: A retrospective observational study was conducted between 2013 and 2015 at an academic center.We included patients with isolated facial lacerations that were repaired by emergency physicians and reviewed by board-certified plastic surgeons during a follow-up visit. Patients whose wounds were not reviewed within 3 days were excluded. The 1-year training curriculum, which consisted of several sessions of lecture, hands-on practice, and case review, had been developed by a multidisciplinary team and provided to emergency physicians. Patient data were divided between nonparticipant and participant groups, and a propensity score was developed to estimate the probability of being assigned to the participant group. The incidence of early complications, defined as the need for additional suturing or resuturing due to wound dehiscence, was compared among the groups after propensity score matching.Results: Although 132 patients satisfied all the inclusion criteria, 11 were excluded due to delayed initial wound review. Among the 70 patients who were eventually included in the participant group, 40 were matched with those in the nonparticipant group. The incidence of early complications was significantly lower in the participant group than in the nonparticipant group (5.0% vs. 20.0%, odds ratio = 0.21, 95% confidence interval = 0.07-0.61, p = 0.04). Conclusions:The 1-year training provided to emergency physicians reduced the incidence of early complications following facial laceration repair. Accordingly, future wound closure training models should consider the 1-year training curriculum presented herein.

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Emergency Medicine Residency Boot Camp Curriculum: A Pilot Study

Cited by 19 publications

References 10 publications

A suggested emergency medicine boot camp curriculum for medical students based on the mapping of Core Entrustable Professional Activities to Emergency Medicine Level 1 milestones

A suggested emergency medicine boot camp curriculum for medical students based on the mapping of Core Entrustable Professional Activities to Emergency Medicine Level 1 milestones

A Needs Assessment for a Longitudinal Emergency Medicine Intern Curriculum

Early Complications Following Facial Laceration Repair Performed by Emergency Physicians After One Year of Wound Closure Training

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