scholarly journals LO60: Health research methodology education in Canadian emergency medicine residency programs: a national survey of curriculum assessment

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S29
Author(s):  
A. Wang ◽  
K. Van Aarsen ◽  
A. Meiwald ◽  
J. Yan
Keyword(s):  
Emergency Medicine ◽  
Research Methodology ◽  
Clinical Skills ◽  
Program Directors ◽  
Web Based ◽  
Residency Programs ◽  
Curriculum Assessment ◽  
Electronic Survey ◽  
Ethics Teaching ◽  
Competency Based

Introduction: With a shift towards competency-based medical education, it is crucial to not only emphasize learner abilities such as clinical skills but also leadership in the conduct of research. Though the Royal College of Physicians and Surgeons of Canada's (RCPSC) training objectives for Emergency Medicine (EM) residents state that the specialist physician be able to describe the principles of research, the research methodology curriculum across EM training programs in Canada is likely variable. The primary goal of this study was to describe the variability of research methodology teaching among RCPSC-EM residency programs. Methods: An electronic survey was distributed to English-speaking RCPSC-EM program directors (PDs) and EM residents. The survey investigated residents' and PDs’ thoughts on the adequacy of their local curriculum and asked them to quantify their research methodology teaching. The primary outcome was the frequency and content of current research methodology and research ethics teaching as well as a description of scholarly project requirements of EM residency programs across Canada. The data was presented with simple descriptive statistics. Results: 79 EM residents and 7 PDs responded (response rate 22.3% and 58.3%, respectively). All 7 PDs indicate having a research methodology curriculum while 71.6% of residents are aware of this curriculum. Only 57.1% of PDs report having formal assessments. Most programs (71.4%) teach via small groups while 28.6% of programs use large group sessions. Residents identify teaching as led by research staff (68.9%), staff physicians (60%), and EM researchers (57.8%), while only 17.8% use outside educators. Students noted various modalities of curriculum feedback such as online surveys, weekly forms, and verbal feedback. Regarding the strength of the curricula, 85.7% of PDs believed their curriculum prepares residents for board exams, while only 62.2% of residents felt similarly. When asked about using a standard web-based curriculum module if available, 60.5% of residents responded in favour. Conclusion: This study demonstrates that EM residency programs across Canada vary with respect to research methodology curriculum and discrepancies exist between residents’ and program directors’ perceptions of the curriculum. Given the lack of a standardized research methodology curriculum for these residency programs, there is an opportunity for curriculum development to improve training in research methodology.

scholarly journals Health research methodology education in Canadian emergency medicine residency programs: A national environmental scan

2020 ◽  
Author(s):  
Aaron Wang ◽  
Allison Meiwald ◽  
Robert Harper ◽  
Kristine Van Aarsen ◽  
Justin Yan
Keyword(s):  
Emergency Medicine ◽  
Royal College ◽  
Research Methodology ◽  
Program Directors ◽  
Residency Programs ◽  
Electronic Survey ◽  
English Speaking ◽  
Barriers To Teaching ◽  
Quantitative Descriptive ◽  
National Environmental

Objectives: Our objective was to describe the variability of research methodology teaching among English-speaking Royal College of Physicians and Surgeons of Canada emergency medicine (RCPSC-EM) residency programs. We also aimed to identify barriers to teaching research methodology curricula. Methods: An electronic survey was sent by email to program directors and residents of English-speaking RCPSC-EM training programs countrywide. Reminder emails were sent after 2, 4, and 8 weeks. Quantitative, descriptive statistics were prepared, and qualitative data and themes were identified. Results: We received a total of 7 responses from the possible 12 program directors (response rate = 58.3%). Out of 354 potential resident respondents, 82 (23.2%) completed the survey. There was disparity between resident and program director responses with respect to the existence of curricula, preparation for Royal College exams, and usefulness for future practice. Barriers to teaching a research methodologies curriculum included lack of time, support, educated faculty, and finances. Conclusion: This survey demonstrates that Canadian EM residency programs vary with respect to research methodology curriculum, and discrepancies exist between residents’ and program directors’ perceptions of the curriculum. Given the lack of a standardized research methodology curriculum for these programs, there is an opportunity to improve training in research methodology.

scholarly journals Emergency medicine procedural skills: what are residents missing?

CJEM ◽  
2013 ◽  
Vol 15 (04) ◽  
pp. 241-248 ◽  
Author(s):  
Andrew Petrosoniak ◽  
Jodi Herold ◽  
Karen Woolfrey
Keyword(s):  
Emergency Medicine ◽  
Royal College ◽  
Skills Training ◽  
Program Directors ◽  
Program Director ◽  
Procedural Skills ◽  
Web Based ◽  
Residency Programs ◽  
Current State ◽  
Resident Competence

ABSTRACTObjective:This study sought to establish the current state of procedural skills training in Canadian Royal College emergency medicine (EM) residencies.Methods:A national Web-based survey was administered to residents and program directors of all 13 Canadian-accredited Royal College EM residency programs. Programdirectors rated the importance and experience required for competence of 45 EM procedural skills. EM residents reported their experience and comfort in performing the same procedural skills.Results:Thirteen program directors and 86 residents responded to the survey (response rate of 100% and 37%, respectively). Thirty-two (70%) procedures were considered important by > 70% of program directors, including all resuscitation and lifesaving airway procedures. Four procedures deemed important by program directors, including cricothyroidotomy, pericardiocentesis, posterior nasal pack for epistaxis, and paraphimosis reduction, had never been performed by the majority of senior residents. Program director opinion was used to categorize each procedure based on performance frequency to achieve competence. Overall, procedural experience correlated positively with comfort levels as indicated by residents.Conclusions:We established an updated needs assessment of procedural skills training for Canadian Royal College EM residency programs. This included program director opinion of important procedures and the performance frequency needed to achieve competence. However, we identified several important procedures that were never performed by most senior residents despite program director opinion regarding the experience needed for competence. Further study is required to better define objective measures for resident competence in procedural skills.

scholarly journals How Well Do Core Faculty Understand The Emeregency Medicine Milestones?

2019 ◽  
Vol 21 (1) ◽  
pp. 160-162
Author(s):  
Randy Sorge ◽  
Simiao Li-Sauerwine ◽  
Jorge Fernandez ◽  
Gene Hern
Keyword(s):  
Emergency Medicine ◽  
National Survey ◽  
Response Rate ◽  
Program Directors ◽  
Electronic Media ◽  
Survey Tool ◽  
Core Faculty ◽  
Poor Understanding ◽  
Competency Based ◽  
Single Response

Introduction: It is unclear how emergency medicine (EM) programs educate core faculty about the use of milestones in competency-based evaluations. We conducted a national survey to profile how programs educate core faculty regarding their use and to assess core faculty’s understanding of the milestones. Methods: Our survey tool was distributed over six months in 2017 via the Council of Emergency Medicine Residency Directors (CORD) listserv. Responses, which were de-identified, were solicited from program directors (PDs), assistant/associate program directors (APDs), and core faculty. A single response from a program was considered sufficient. Results: Our survey had a 69.7% response rate (n=140/201). 62.9% of programs reported educating core faculty about the EM Milestones via the distribution of physical or electronic media. Although 82.6% of respondents indicated that it was important for core faculty to understand how the EM Milestones are used in competency-based evaluations, respondents estimated that 48.6% of core faculty possess “fair or poor” understanding of the milestones. Furthermore, only 50.7% of respondents felt that the EM Milestones were a valuable tool. Conclusion: These data suggest there is sub-optimal understanding of the EM Milestones among core faculty and disagreement as to whether the milestones are a valuable tool.

scholarly journals LO40: Describing CCFP(EM) programs in Canada: a national survey of program directors

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S20-S21 ◽  
Author(s):  
A. Nath ◽  
K. Yadav ◽  
J. J. Perry
Keyword(s):  
Emergency Medicine ◽  
Skills Training ◽  
Program Directors ◽  
Intrauterine Pregnancy ◽  
Administrative Structure ◽  
In Situ Simulation ◽  
Ultrasound Simulation ◽  
Content Development ◽  
Quality Assurance Project ◽  
Competency Based

Introduction: Enhanced skills training in emergency medicine (EM) for family physicians (CCFP(EM)) has existed since the 1970s. Accreditation standards define what every program must and should have, yet little is known on what is currently done across Canada. Our objectives were to: 1) describe major components of CCFP(EM) programs; and 2) determine how programs incorporate these components into their curriculum. Methods: A rigorous development process included expert content development and in-person pilot testing using Royal College Emergency Medicine Program Directors. An electronic survey questionnaire comprised of 63 questions was administered to all 17 CCFP(EM) program directors using a modified Dillman technique. Non-responders were sent a reminder email every 2 weeks over a 6-week period and an in-person reminder was given to non-responders at a face to face meeting 4 weeks after the initial survey was sent in June 2016. Results: All 17/17 (100%) program directors responded. There was considerable variation in administrative structure and financial support for each program. All programs provided ultrasound courses for basic skills (trauma, abdominal aortic aneurysm, intrauterine pregnancy). Variation exists for offering independent ultrasound certification (77%), advanced scanning (18%) and protected academic time for scanning (53%). All programs utilize high fidelity simulation. Some programs use in situ simulation (18%) and hold a simulation boot camp (41%). Most centres required an academic project, most commonly a quality assurance project (53%) and/or a critical appraisal of the literature (59%). Publication or national conference presentations were required by 12% of programs. Competency based assessments use simulation (88%) and direct observations (53%). Only 24% of programs have a transition to practice curriculum. All programs maintain strong connections to family medicine. Conclusion: This study demonstrates diverse structures of CCFP(EM) programs across Canada. Programs are similar regarding the provision of ultrasound, simulation and protected teaching time. Variation exists in administrative structure and financial resources of each program, academic project requirements, and how programs perform competency based assessments.

scholarly journals A National Evaluation of the Scholarly Activity Requirement in Residency Programs: A Survey of Emergency Medicine Program Directors

2015 ◽  
Vol 22 (11) ◽  
pp. 1337-1344 ◽  
Author(s):  
Brian C. Geyer ◽  
Amy H. Kaji ◽  
Eric D. Katz ◽  
Alan E. Jones ◽  
Vikhyat S. Bebarta
Keyword(s):  
Emergency Medicine ◽  
Program Directors ◽  
Scholarly Activity ◽  
Residency Programs ◽  
Activity Requirement

scholarly journals Competency-based education in general surgery: Are Canadian residents ready?

2021 ◽  
Vol 64 (5) ◽  
pp. E473-E475
Author(s):  
Gabrielle Gauvin ◽  
Kathryn Hay ◽  
Wilma Hopman ◽  
Scott Hurton ◽  
Stephanie Lim ◽  
...  
Keyword(s):  
Medical Education ◽  
Royal College ◽  
General Surgery ◽  
Implementation Process ◽  
Web Based ◽  
Training Opportunity ◽  
Residency Programs ◽  
Competency Based Education ◽  
Work Hour ◽  
Competency Based

Competency-based education (CBE) is currently being implemented by the Royal College of Physicians and Surgeons of Canada across all residency programs. This shift away from time-based residency is proposed to be the answer to maximize training opportunity in the era of work hour restrictions and growing concerns regarding accountability in medical education. A Web-based survey was conducted to obtain feedback from Canadian general surgery residents on their experience and perception of competence within core procedures, as well as attitudes toward CBE. A total of 244 residents completed the survey. For most procedures, more than 50% of residents felt they could perform the procedure with no guidance after completing 11–30 cases. Generally, residents were welcoming of CBE; however, medium-sized programs reported some concerns regarding inadequate exposure to cases and risk of training less well-rounded surgeons. This is valuable resident feedback for programs to consider during the implementation process.

scholarly journals Residents’ perspective of quality improvement and patient safety education in Canadian emergency medicine residency programs

CJEM ◽  
2020 ◽  
Vol 22 (2) ◽  
pp. 224-231
Author(s):  
Sachin V. Trivedi ◽  
Riley J. Hartmann ◽  
Justin N. Hall ◽  
Laila Nasser ◽  
Danielle Porplycia ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Patient Safety ◽  
Quality Improvement ◽  
Royal College ◽  
Free Text ◽  
Safety Education ◽  
Delivery Of Care ◽  
Residency Programs ◽  
Electronic Survey ◽  
Local Setting

ABSTRACTObjectivesQuality improvement and patient safety (QIPS) competencies are increasingly important in emergency medicine (EM) and are now included in the CanMEDS framework. We conducted a survey aimed at determining the Canadian EM residents’ perspectives on the level of QIPS education and support available to them.MethodsAn electronic survey was distributed to all Canadian EM residents from the Royal College and Family Medicine training streams. The survey consisted of multiple-choice, Likert, and free-text entry questions aimed at understanding familiarity with QIPS, local opportunities for QIPS projects and mentorship, and the desire for further QIPS education and involvement.ResultsOf 535 EM residents, 189 (35.3%) completed the survey, representing all 17 medical schools; 77.2% of respondents were from the Royal College stream; 17.5% of respondents reported that QIPS methodologies were formally taught in their residency program; 54.7% of respondents reported being “somewhat” or “very” familiar with QIPS; 47.2% and 51.5% of respondents reported either “not knowing” or “not having readily available” opportunities for QIPS projects and QIPS mentorship, respectively; 66.9% of respondents indicated a desire for increased QIPS teaching; and 70.4% were interested in becoming involved with QIPS training and initiatives.ConclusionsMany Canadian EM residents perceive a lack of QIPS educational opportunities and support in their local setting. They are interested in receiving more QIPS education, as well as project and mentorship opportunities. Supporting residents with a robust QIPS educational and mentorship framework may build a cohort of providers who can enhance the local delivery of care.

scholarly journals P101: The development of entrustable professional activity reference cards to support the implementation of Competence by Design in emergency medicine

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S100
Author(s):  
E. Stoneham ◽  
L. Witt ◽  
Q. Paterson ◽  
L. Martin ◽  
B. Thoma
Keyword(s):  
Emergency Medicine ◽  
Low Cost ◽  
Intervention Mapping ◽  
Assessment System ◽  
Professional Activity ◽  
Residency Programs ◽  
Professional Activities ◽  
Competency Based ◽  
Curriculum Map ◽  
User Friendly

Innovation Concept: Competence by Design (CBD) was implemented nationally for Emergency Medicine (EM) residents beginning training in 2018. One challenge is the need to introduce residents to Entrustable Professional Activities (EPAs) that are assessed across numerous clinical rotations. The Royal College's resources detail these requirements, but do not map them to specific rotations or present them in a succinct format. This is problematic as trainees are less likely to succeed when expectations are unclear. We identified a need to create practical resources that residents can use at the bedside. Methods: We followed an intervention mapping framework to design two practical, user-friendly, low-cost, aesthetically pleasing resources that could be used by residents and observers at the bedside to facilitate competency-based assessment. Curriculum, Tool or Material: First, we designed a set of rotation- and stage-specific EPA reference cards for the use of residents and observers at the bedside. These cards list EPAs and clinical presentations likely to be encountered during various stages of training and on certain rotations. Second, we developed a curriculum board to organize the EPA reference cards by stage based upon our program's curriculum map. The curriculum board allows residents to view the program's curriculum map and the EPAs associated with each clinical rotation at a glance. It also contains hooks to hang and store extra cards in an organized manner. Conclusion: We believe that these practical and inexpensive tools facilitated our residency program's transition to competency-based EPA assessments. Anecdotally, the residents are using the cards and completing the suggested rotation-specific EPAs. We hope that the reference cards and curriculum board will be successfully incorporated into other residency programs to facilitate the introduction of their EPA-based CBD assessment system.

scholarly journals A National Obstetrics and Gynecology Residency Education Curriculum: National Needs Assessment

2020 ◽  
Vol 1 (3) ◽  
pp. 216-223
Author(s):  
Olga Mutter ◽  
Jordan Hylton ◽  
Stacey Jeronis ◽  
David Jaspan ◽  
Marisa Rose
Keyword(s):  
Needs Assessment ◽  
Residency Education ◽  
Program Directors ◽  
Education Curriculum ◽  
Web Based ◽  
Diverse Range ◽  
Residency Programs ◽  
Current State ◽  
Program Leadership ◽  
Almost All

While standardized national residency education curricula have been successfully implemented in other specialties, there is no such curriculum in Obstetrics & Gynecology (Ob/Gyn). With this study, we sought to evaluate: (1) the current state of and satisfaction with resident didactic education (2) perceptions regarding centralization and standardization of resident didactic education and (3) the need for a standardized national Ob/Gyn residency education curriculum. In 2019, a web-based needs assessment survey was administered to residents and program leadership from all 267 Ob/Gyn residency programs nationwide. Main outcomes were reported with descriptive statistics. A total of 782 (83 program directors, 46 assistant program directors, and 653 residents) participants completed the survey. Respondents represented a diverse range of regions, program types, and program sizes. Almost all (97%) participants agreed or strongly agreed that residents nationwide should have equal access to high quality Ob/Gyn educational resources. Further, 92% agreed or strongly agreed that core resources should be centrally located. A majority (78%) agreed or strongly agreed that there is a need for a national Ob/Gyn residency education curriculum. Our results demonstrate a perceived need for a centrally located, standardized, national residency education curriculum in Ob/Gyn.

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