CJEM Articles: residents
Displaying 1-3 of 3 results
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September
2011
13
5
Catherine Patocka, Christine Meyers, J. Scott Delaney
Introduction:
The ability to teach is a critical component of residency and future practice. This is recognized by the Royal College of Physicians and Surgeons of Canada, which incorporates teaching functions into the CanMEDS competencies. The aim of our study was to identify how emergency medicine specialty programs across Canada prepare their residents for roles as teachers and to compare these results to those of other Royal College specialty programs.
Methods:
A 40-item English questionnaire was developed and translated into French. It was e-mailed to the program directors of all Royal College Emergency Medicine (EM), Anesthesia, Diagnostic Radiology, General Surgery, Internal Medicine, Obstetrics and Gynecology, Pediatrics, and Psychiatry residency programs. The survey asked what modalities were in use to teach residents how to teach and allowed respondents to comment on recent changes.
Results:
Twelve of 13 (92%) EM programs and 78 of 113 (69%) other specialty programs responded. All responding programs incorporated some kind of mandatory teaching responsibilities. Four of 12 (33%) EM programs reserved formal teaching functions for postgraduate year 3 and above, whereas only 7 of 78 (9%) other specialty programs did so. The remaining 71 of 78 (91%) non-EM specialty programs incorporated formal teaching functions in all years of residency. Six of 12 (50%) EM programs offered rotations in clinical medical education compared to only 11 of 78 (14%) other specialty programs.
Conclusions:
Canadian EM programs appear to differ from other specialty programs in the way that they develop residents-as-teachers. Half of EM programs offer rotations in clinical medical education, and many introduce formal teaching functions later in residency.
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March
2011
13
2
The Core Curriculum and Education Committee for the International Federation for Emergency Medicine
To meet a critical and growing need for emergency physicians and emergency medicine resources worldwide, physicians must be trained to deliver time-sensitive interventions and lifesaving emergency care. Currently, there is no globally recognized, standard curriculum that defines the basic minimum standards for specialist trainees in emergency medicine. To address this deficit, the International Federation for Emergency Medicine (IFEM) convened a committee of international physicians, health professionals, and other experts in emergency medicine and international emergency medicine development to outline a curriculum for training of specialists in emergency medicine. This curriculum document represents the consensus of recommendations by this committee. The curriculum is designed to provide a framework for educational programs in emergency medicine. The focus is on the basic minimum emergency medicine educational content that any emergency medicine physician specialist should be prepared to deliver on completion of a training program. It is designed not to be prescriptive but to assist educators and emergency medicine leadership to advance physician education in basic emergency medicine no matter the training venue. The content of this curriculum is relevant not just for communities with mature emergency medicine systems but in particular for developing nations or for nations seeking to expand emergency medicine within the current educational structure. We anticipate that there will be wide variability in how this curriculum is implemented and taught. This variability will reflect the existing educational milieu, the resources available, and the goals of the institutions' educational leadership with regard to the training of emergency medicine specialists.
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March
2002
4
2
Anna-Maria Carvalho, Carolyn Rosenczweig, Marie-Elaine Delvin, Raghu Venugopal, Sujit Sivarman
