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J Emerg Med. 2015 Jun;48(6):732-743.e8. doi: 10.1016/j.jemermed.2014.12.063. Epub 2015 Mar 29.

Implementing a third-year emergency medicine medical student curriculum.

Author information

1
Department of Emergency Medicine, Medical College of Wisconsin, Milwaukee, Wisconsin.
2
Department of Emergency Medicine, Oakland University, William Beaumont School of Medicine, Royal Oak, Michigan.
3
Department of Emergency Medicine, University of Arizona Health Network, Tucson, Arizona.
4
Department of Emergency Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland.
5
UCSD Emergency Medicine, University of California, San Diego, San Diego, California.
6
Department of Emergency Medicine, Yale-New Haven Hospital, New Haven, Connecticut.
7
Department of Emergency Medicine, The Ohio State University Medical Center, Columbus, Ohio.
8
Department of Emergency Medicine, Naval Medical Center, San Diego, California.
9
Department of Emergency Medicine, Temple University School of Medicine, Philadelphia, Pennsylvania.
10
Department of Emergency Medicine, Mount Sinai Hospital, Chicago Medical School, Chicago, Illinois.
11
Department of Emergency Medicine, New Jersey Medical School-University Hospital, Newark, New Jersey.
12
Department of Emergency Medicine, Columbia University, New York, New York.
13
Department of Emergency Medicine, SUNY Downstate Medical Center, Brooklyn, New York.
14
Department of Emergency Medicine, Emory University School of Medicine, Atlanta, Georgia.

Abstract

BACKGROUND:

Emergency medicine (EM) is commonly introduced in the fourth year of medical school because of a perceived need to have more experienced students in the complex and dynamic environment of the emergency department. However, there is no evidence supporting the optimal time or duration for an EM rotation, and a number of institutions offer third-year rotations.

OBJECTIVE:

A recently published syllabus provides areas of knowledge, skills, and attitudes that third-year EM rotation directors can use to develop curricula. This article expands on that syllabus by providing a comprehensive curricular guide for the third-year medical student rotation with a focus on implementation.

DISCUSSION:

Included are consensus-derived learning objectives, discussion of educational methods, considerations for implementation, and information on feedback and evaluation as proposed by the Clerkship Directors in Emergency Medicine Third-Year Curriculum Work Group. External validation results, derived from a survey of third-year rotation directors, are provided in the form of a content validity index for each content area.

CONCLUSIONS:

This consensus-derived curricular guide can be used by faculty who are developing or revising a third-year EM medical student rotation and provide guidance for implementing this curriculum at their institution.

KEYWORDS:

curriculum; emergency medicine; medical student; third-year

PMID:
25825161
DOI:
10.1016/j.jemermed.2014.12.063
[Indexed for MEDLINE]

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