Individualized Interactive Instruction: A Guide to Best Practices from the Council of Emergency Medicine Residency Directors

Abstract

Over the last several years, there has been increasing interest in transitioning a portion of residency education from traditional, lecture-based format to more learner-centered asynchronous opportunities. These asynchronous learning activities were renamed in 2012 by the Accreditation Council for Graduate Medical Education (ACGME) as individualized interactive instruction (III). The effectiveness and applicability of III in residency education has been proven by multiple studies, and its routine use has been made officially acceptable as per the ACGME. This article provides a review of the current literature on the implementation and utilization of III in emergency medicine residency education. It provides examples of currently implemented and studied III curricula, identifies those III learning modalities that can be considered best practice, and provides suggestions for program directors to consider when choosing how to incorporate III into their residency teaching.

Clinical Teaching: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

“…This article is the fourth in a series of evidence-based best practice reviews from the Council of Emergency Medicine Residency Directors (CORD) Best Practices Subcommittee. 15 – 17 With assistance of a medical librarian, we performed a search of Embase, CINAHL, Ovid MEDLINE, and PsycINFO for articles published from inception to April 23, 2018, using keywords and medical subheadings (MeSH) terms focused on teaching at the patient’s bedside. The full search strategy is available in the Appendix .…”

“…The level and grade of evidence was provided for each best practice statement according to the Oxford Centre for Evidence-Based Medicine criteria ( Tables 1 and 2 ). 17 Prior to submission, the manuscript was reviewed by the entire CORD Best Practices Subcommittee. It was subsequently posted to the CORD website for two weeks for review and feedback from the entire CORD community.…”

Conference Didactic Planning and Structure: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

“…99 Additionally, some topics can best be taught through other components of resident education including clinical experience, outside reading, simulation and use of Free Open Access Medical Education (FOAM). 4 …”

Emergency Medicine Education Research Since the 2012 Consensus Conference: How Far Have We Come and What’s Next?

“…In the years since the conference, our field has seen significant growth in education research training opportunities, EM specialty‐specific venues for publishing education scholarship, and prominence of EM education research leaders in national medical education arenas . The topics pursued by EM education researchers have also evolved substantially since 2012 in response to programmatic changes such as the Accreditation Council for Graduate Medical Education (ACGME) milestones project and the influences of novel modalities for education, assessment, and evaluation …”