From the ground up: Creating and leading fellowship programs in emergency medicine

Abstract

Background: A methodical and evidence-based approach to the creation and implementation of fellowship programs is not well described in the graduate medical education literature. The Society for Academic Emergency Medicine (SAEM) convened an expert panel to promote standardization and excellence in fellowship training. The purpose of the expert panel was to develop a fellowship guide to give prospective fellowship directors the necessary skills to successfully implement and maintain a fellowship program. Methods: Under direction of the SAEM Board of Directors, SAEM Education Committee, and SAEM Fellowship Approval Committee, a panel of content experts convened to develop a fellowship guide using an evidence-based approach and best practices content method. The resource guide was iteratively reviewed by all panel members. Results: Utilizing Kern's six-step model as a conceptual framework, the fellowship guide summarizes the construction, implementation, evaluation, and dissemination of a novel fellowship curriculum to meet the needs of trainees, educators, and sponsoring institutions. Other key areas addressed include Accreditation Council for Graduate Medical Education and nonaccredited fellowships, programmatic assessment, finances, and recruitment. Conclusions: The fellowship guide summarizes the conceptual framework, best practices, and strategies to create and implement a new fellowship program.

Applying the master adaptive learner framework to just‐in‐time training of procedures

“…This expert input also significantly informed our integration of the MAL model into the JITT framework. For practical application, we relied on an informal consensus process, characterized by iterative discussions and feedback within our working group, instead of a structured method like a modified Delphi 18 . These practices, representing expert viewpoints, were essential in refining our ideas through a series of meetings leading up to the pre‐conference workshop.…”

“…For practical application, we relied on an informal consensus process, characterized by iterative discussions and feedback within our working group, instead of a structured method like a modified Delphi. 18 These practices, representing expert viewpoints, were essential in refining our ideas through a series of meetings leading up to the pre-conference workshop. Postevent, the writing group iteratively revised the JITT-MAL framework, selecting the teaching of lumbar puncture (LP) as a practical demonstration of this framework.…”

Punching above your weight class: How a small pediatric pulmonology fellowship program implemented Kern's model and developed an entrustable professional activities‐based program

“…David Kern, MD, MPH developed and six‐step systematic approach to give graduate medical education (GME) directors the tools needed to clearly articulate educational goals and meet the needs of learners, patients, and society 1 . It has been used to develop programs for various fellowships, from developing curriculums for emergency department fellowship programs 1,2 and pediatric hospitalist medicine fellowship programs 3 .…”

“…David Kern, MD, MPH developed and six-step systematic approach to give graduate medical education (GME) directors the tools needed to clearly articulate educational goals and meet the needs of learners, patients, and society. 1 It has been used to develop programs for various fellowships, from developing curriculums for emergency department fellowship programs 1,2 and pediatric hospitalist medicine fellowship programs. 3 It has been used to implement newer curricula within existing programs including developing an interdisciplinary COVID-19 curriculum 4 within medical schools, as well as enhancing surgical skills 5 and communication skills 6 within each respective residency class.…”

“…The report also cited 4 full text studies and 1 abstract out of 43 studies which were from pediatric specific specialties 7 . Kern's six‐step approach to curriculum development include: (1) Problem identification and general needs assessment; (2) Targeted needs assessment; (3) Goals and objectives; (4) Educational strategies; (5) Implementation; (6) Evaluation and feedback 1,7 . To our knowledge, there are no reports in the literature of implementing Kern's model of curriculum and program development specific for a pediatric pulmonology fellowship program.…”