Do senior medical students meet recommended emergency medicine curricula requirements?

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Abstract

Background

Emergency departments (EDs) offer a variety of learning opportunities for undergraduate medical students. It is however, difficult to evaluate whether they are receiving recommended training during their emergency medicine (EM) clerkship without identifying their clinical activities. We aimed to evaluate the clinical exposure of the final year medical students at our College during their EM clerkship.

Methods

This is a retrospective analysis of prospectively collected student logbooks. 75 students rotated in a 4-week EM clerkship during 2015–2016. The students rotated in EDs of two hospitals. Each ED treats more than 120,000 cases annually. The students completed 12 eight-hours shifts. Presentations and procedures seen were compared with EM curriculum recommendations.

Results

Five thousand one hundred twenty-two patient presentations and 3246 procedures were recorded in the logbooks, an average (SD) of 68.3 (17.6) patients and 46.1 (14.0) procedures. None of the students encountered all ten recommended presentations. Two students (2.6%) logged all nine procedure categories of the EM curriculum.

Conclusion

Recommended presentations and procedures of the EM clerkship were not fully encountered by all our students. Different settings vary in the availability and type of patients and procedures. Each clinical clerkship should tailor their teaching methods based on the available learning opportunities.

Electronic supplementary material

The online version of this article (10.1186/s12909-017-1110-1) contains supplementary material, which is available to authorized users.

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Most cited references 24

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Emergency medicine clerkship curriculum: an update and revision.

, Douglas Ander, Diane Rimple … (2010)

In 2006, the latest version of a national curriculum for the fourth-year emergency medicine (EM) clerkship was published. Over the past several years, that curriculum has been implemented across multiple clerkships. The previous curriculum was found to be too long and detailed to cover in 4 weeks. As well, updates to the Liaison Committee on Medical Education (LCME)'s form and function document, which guides the structure of a clerkship, have occurred. Combining experience, updated guidelines, and the collective wisdom of members of the national organization of the Clerkship Directors in Emergency Medicine (CDEM), an update and revision of the fourth-year EM clerkship educational syllabi has been developed. (c) 2010 by the Society for Academic Emergency Medicine.

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An educator's guide to teaching emergency medicine to medical students.

Ryan W Coates (2004)

There is a need for every medical school graduate to handle emergencies as they arise in the daily practice of medicine. Emergency medicine (EM) educators are in a unique position to provide students with basic life support skills, guidance in assessing the undifferentiated patient, and exposure to the specialty of EM during all years of medical school. Emergency physicians can become involved in a variety of education experiences that can supplement the preclinical curriculum and provide access to our specialty at an early stage. A well-designed course in the senior year allows students to develop critical thinking and patient management skills that are necessary for any medical career path. It can ensure that all medical students are exposed to the skills essential for evaluating and stabilizing the acutely ill patient. To implement this type of course, learning objectives and evaluation methods must be set when the curriculum is developed. An effective course combines didactic and clinical components that draw on the strengths of the teaching institution and faculty of the department. A structured clerkship orientation session and system for feedback to students are essential in nurturing the development of student learners. This article provides an approach to assist the medical student clerkship director in planning and implementing EM education experiences for students at all levels of training, with an emphasis on the senior-year rotation.

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Analyzing clinical case distributions to improve an emergency medicine clerkship.

D Baratti-Mayer, E Geehr, Sansao A. Pedro (1990)

Recommendations for a core curriculum for undergraduate emergency medicine education have been published. It is expected that a combination of bedside teaching and didactic sessions will cover all aspects of the curriculum, but this has not been demonstrated. This study describes a method of using the distribution of clinical cases to shape the mix of clinical and didactic learning in an emergency medicine clerkship. All senior students at the Albany Medical College participate in a four-week emergency medicine rotation. A brief log describing each clinical encounter is maintained by the students. Data from one year were sorted into 32 categories adapted from American College of Emergency Physicians guidelines and were tabulated. A criterion of 80% of students encountering at least one case in each category was chosen to ensure a reasonable level of exposure to a particular case or topic. One hundred twenty-three students were exposed to an average of 63.7 +/- 27.5 (SD) patients. Seven categories met the criterion, and the remaining 25 categories failed the criterion. Results indicate that exposure to certain categories of patients with appropriate monitoring can be reasonably ensured in our clinical setting. The didactic portion of the curriculum can be adjusted so that categories not meeting the clinical criterion will be emphasized, whereas those meeting the criterion will be de-emphasized. A method has been described that identifies gaps in the clinical exposure of students and permits appropriate identification of didactic sessions to create a clerkship more consistent with recommended guidelines.

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Author and article information

Contributors

Arif Alper Cevik:

ORCID: http://orcid.org/0000-0001-6691-6298

aacevik@uaeu.ac.ae

Journal

Journal ID (nlm-ta): BMC Med Educ

Journal ID (iso-abbrev): BMC Med Educ

Title: BMC Medical Education

Publisher: BioMed Central (London )

ISSN (Electronic): 1472-6920

Publication date (Electronic): 5 January 2018

Publication date PMC-release: 5 January 2018

Publication date Collection: 2018

Volume: 18

Electronic Location Identifier: 8

Affiliations

[1 ]ISNI 0000 0001 2193 6666, GRID grid.43519.3a, Department of Medical Education, , College of Medicine and Health Sciences, United Arab Emirates University, ; Al Ain, 17666 United Arab Emirates

[2 ]ISNI 0000 0001 2193 6666, GRID grid.43519.3a, Department of Internal Medicine, Emergency Medicine Clerkship, , United Arab Emirates University, College of Medicine and Health Sciences, ; Al Ain, 17666 United Arab Emirates

[3 ]ISNI 0000 0004 0596 2460, GRID grid.164274.2, Department of Emergency Medicine, , Eskisehir Osmangazi University, College of Medicine and Health Sciences, ; Eskisehir, 26350 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, 17666 United Arab Emirates

Author information

Arif Alper Cevik http://orcid.org/0000-0001-6691-6298

Article

Publisher ID: 1110

DOI: 10.1186/s12909-017-1110-1

PMC ID: 5756377

PubMed ID: 29304795

SO-VID: cea9582b-1fd5-4ed1-9aa6-57f14de48119

License:

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. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

History

Date received : 21 June 2017

Date accepted : 17 December 2017

Custom metadata

ScienceOpen disciplines: Education

Keywords: emergency medicine,clerkship,logbook,encounter,curriculum

Data availability:

ScienceOpen disciplines: Education

Keywords: emergency medicine, clerkship, logbook, encounter, curriculum

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Do senior medical students meet recommended emergency medicine curricula requirements?

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Preventive and Emergency Medicine Insights

Most cited references 24

Emergency medicine clerkship curriculum: an update and revision.

An educator's guide to teaching emergency medicine to medical students.

Analyzing clinical case distributions to improve an emergency medicine clerkship.

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