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      Emergency medicine clerkship curriculum in a high-income developing country: methods for development and application

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          Abstract

          Background

          The published recommendations for international emergency medicine curricula cover the content, but exclude teaching and learning methods, assessment, and evaluation. We aim to provide an overview on available emergency medicine clerkship curricula and report the development and application experience of our own curriculum.

          Methods

          Our curriculum is an outcome-based education, enriched by e-learning and various up-to-date pedagogic principles.

          Results

          Teaching and learning methods, assessment, and evaluation are described. The theory behind our practice in the light of recent literature is discussed aiming to help other colleagues from developing countries to have a clear map for developing and tailoring their own curricula depending on their needs. The details of our emergency medicine clerkship will serve as an example for developing and developed countries having immature undergraduate emergency medicine clerkship curricula. However, these recommendations will differ in various settings depending on available resources.

          Conclusions

          The main concept of curriculum development is to create a curriculum having learning outcomes and content relevant to the local context, and then align the teaching and learning activities, assessments, and evaluations to be in harmony. This may assure favorable educational outcome even in resource limited settings.

          Electronic supplementary material

          The online version of this article (10.1186/s12245-018-0190-y) contains supplementary material, which is available to authorized users.

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          Most cited references41

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          AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician.

          Two important features of contemporary medical education are recognized. The first is an emphasis on assessment as a tool to ensure quality in training programmes, to motivate students and to direct what they learn. The second is a move to outcome-based education where the learning outcomes are defined and decisions about the curriculum are based on these. These two trends are closely related. If teachers are to do a better job of assessing their students, they need an understanding of the assessment process, an appreciation of the learning outcomes to be assessed and a recognition of the most appropriate tools to assess each outcome. Assessment tools selected should be valid, reliable, practical and have an appropriate impact on student learning. The preferred assessment tool will vary with the outcome to be assessed. It is likely to be some form of written test, a performance test such as an OSCE in which the student's competence can be tested in a simulated situation, and a test of the student's behaviour over time in clinical practice, based on tutors' reports and students' portfolios. An assessment profile can be produced for each student which highlights the learning outcomes the student has achieved at the required standard and other outcomes where this is not the case. For educational as well as economic reasons, there should be collaboration across the continuum of education in test development as it relates to the assessment of learning outcomes and in the implementation of a competence-based approach to assessment.
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            The impact of team-based learning on medical students' academic performance.

            Since team-based learning (TBL) was introduced as a medical education strategy in 2001, few studies have explored its impact on learning outcomes, particularly as measured by performance on examinations. Educators considering implementing TBL need evidence of its effectiveness. This study was conducted to determine whether student performance on examinations is affected by participation in TBL and whether TBL benefits lower- or higher-performing students. The authors analyzed the performance of second-year medical students on 28 comprehensive course examinations over two consecutive academic years (2003-2004, 2004-2005) at the Boonshoft School of Medicine. The 178 students (86 men, 92 women) included in the study achieved 5.9% (standard deviation [SD] 5.5) higher mean scores on examination questions that assessed their knowledge of pathology-based content learned using the TBL strategy compared with questions assessing pathology-based content learned via other methods (P < .001, t test). Students whose overall academic performance placed them in the lowest quartile of the class benefited more from TBL than did those in the highest quartile. Lowest-quartile students' mean scores were 7.9% (SD 6.0) higher on examination questions related to TBL modules than examination questions not related to TBL modules, whereas highest-quartile students' mean scores were 3.8% (SD 5.4) higher (P = .001, two-way analysis of variance). Medical students' higher performance on examination questions related to course content learned through TBL suggests that TBL enhances mastery of course content. Students in the lowest academic quartile may benefit more than highest-quartile students from the TBL strategy.
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              The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30.

              Team-Based Learning (TBL) is a student-centred active learning method, requiring less faculty time than other active learning methods. While TBL may have pedagogical value, individual studies present inconsistent findings. The aim of this systematic review was to assess the effectiveness of TBL on improving learning outcomes in health professions education.
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                Author and article information

                Contributors
                +971 50 8301393 , aacevik@uaeu.ac.ae
                elifdilekcakal@gmail.com
                fabuzidan@uaeu.ac.ae
                Journal
                Int J Emerg Med
                Int J Emerg Med
                International Journal of Emergency Medicine
                Springer Berlin Heidelberg (Berlin/Heidelberg )
                1865-1372
                1865-1380
                7 June 2018
                7 June 2018
                2018
                : 11
                : 31
                Affiliations
                [1 ]ISNI 0000 0001 2193 6666, GRID grid.43519.3a, Department of Internal Medicine, Emergency Medicine Clerkship, College of Medicine and Health Sciences, , United Arab Emirates University, ; Al Ain, 17666 United Arab Emirates
                [2 ]Department of Emergency Medicine, Tawam-John Hopkins Hospital, Al Ain, United Arab Emirates
                [3 ]Department of Emergency Medicine, Mersin State Hospital, Mersin, Turkey
                [4 ]ISNI 0000 0001 2193 6666, GRID grid.43519.3a, Department of Surgery, College of Medicine and Health Sciences, , United Arab Emirates University, ; Al Ain, United Arab Emirates
                Author information
                http://orcid.org/0000-0001-6691-6298
                Article
                190
                10.1186/s12245-018-0190-y
                5991107
                29882065
                7a69baf5-a544-41bf-8a56-00b4160a82c4
                © The Author(s). 2018

                Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

                History
                : 15 March 2018
                : 24 May 2018
                Categories
                Educational Advances in Emergency Medicine
                Custom metadata
                © The Author(s) 2018

                Emergency medicine & Trauma
                emergency medicine,undergraduate,curriculum
                Emergency medicine & Trauma
                emergency medicine, undergraduate, curriculum

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