scholarly journals Curriculum Design and Implementation of the Emergency Medicine Chief Resident Incubator

Cureus ◽  
2018 ◽  
Author(s):  
Michael A Gisondi ◽  
Adaira Chou ◽  
Nikita Joshi ◽  
Margaret K Sheehy ◽  
Fareen Zaver ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Curriculum Design ◽  
Chief Resident ◽  
Design And Implementation

scholarly journals LO36: The state of advocacy in postgraduate medical education: a literature review

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S19-S19
Author(s):  
C. Lavelle ◽  
M. Wen ◽  
M. McDonald ◽  
J. Sherbino ◽  
J. Hulme
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Literature Review ◽  
Curriculum Design ◽  
Postgraduate Medical Education ◽  
Grey Literature ◽  
Training Methods ◽  
Health Advocacy ◽  
Advocacy Training ◽  
Design And Implementation

Introduction: Health advocacy training is an important part of emergency medicine practice and education. There is little agreement, however, about how advocacy should be taught and evaluated in the postgraduate context, and there is no consolidated evidence-base to guide the design and implementation of post-graduate health advocacy curricula. This literature review aims to identify existing models used for teaching and evaluating advocacy training, and to integrate these findings with current best-practices in medical education to develop practical, generalizable recommendations for those involved in the design of postgraduate advocacy training programs. Methods: Ovid MEDLINE and PubMed searches combined both MeSH and non-MeSH variations on advocacy and internship and residency. Forward snowballing that incorporated grey literature searches from accreditation agencies, residency websites and reports were included. Articles were excluded if unrelated to advocacy and postgraduate medical education. Results: 507 articles were identified in the search. A total of 108 peer reviewed articles and 38 grey literature resources were included in the final analysis. Results show that many regulatory bodies and residency programs integrate advocacy training into their mission statements and curricula, but they are not prescriptive about training methods or assessment strategies. Barriers to advocacy training were identified, most notably confusion about the definition of the advocate role and a lower value placed on advocacy by trainees and educators. Common training methods included didactic modules, standardized patient encounters, and clinical exposure to vulnerable populations. Longitudinal exposure was less common but appeared the most promising, often linked to scholarly or policy objectives. Conclusion: This review indicates that postgraduate medical education advocacy curricula are largely designed in an ad-hoc fashion with little consistency across programs even within a given discipline. Longitudinal curriculum design appears to engage residents and allows for achievement of stated outcomes. Residency program directors from emergency medicine and other specialties may benefit from promising models in pediatrics, and a shared portal with access to advocacy curricula and the opportunity to exchange ideas related to curriculum design and implementation.

Network Courses Construction and Research

2012 ◽  
Vol 482-484 ◽  
pp. 2253-2256
Author(s):  
Lin Jin ◽  
Tong Zhao
Keyword(s):  
Curriculum Design ◽  
Course Design ◽  
Online Course ◽  
Electronic Technology ◽  
Online Course Design ◽  
Teaching Development ◽  
Design And Implementation ◽  
Technical Specifications

Network courses construction and research, explained the concept and the content of Network curriculum, the main technical keys of the network course construction, and discusses the methods of using Dreamweaver Web Editor developing network course based on Web platforms. "Digital Electronic Technology" online course design and implementation of an example, introduced the principle of network curriculum design, and the technical Specifications of teaching development.

Teacher Learning through Technology-Enhanced Curriculum Design Using Virtual Reality

2020 ◽  
Vol 122 (7) ◽  
pp. 1-34
Author(s):  
Insook Han ◽  
Timothy Patterson
Keyword(s):  
Virtual Reality ◽  
Curriculum Design ◽  
Professional Growth ◽  
New Technology ◽  
Rapid Development ◽  
Research Question ◽  
Observation Data ◽  
Design And Implementation ◽  
Knowledge And Beliefs

Background/Context The rapid development of virtual reality (VR) technology increases expectations regarding the potentials of using VR in the classroom and requires teachers to engage in professional development. Although there are recent studies that explore how this new technology can facilitate learning in classroom settings, little research has explored what constraints and affordances emerge during VR curriculum design and implementation and how a teacher's knowledge and beliefs change during this process. Purpose/Objective/Research Question/Focus of Study The purpose of this study is to explore one exemplary teacher's curriculum design processes and changes in knowledge, beliefs, and practices during the design and implementation of VR lessons in an elementary classroom. Population/Participants/Subjects The participant of this study is one teacher who works in a private elementary school in a metropolitan area of South Korea. The participant is an exemplary teacher with a unique combination of experience and training in pedagogy and technology. Research Design We used an intrinsic case study approach to collect and analyze data around the development of the participant's reflective practice, beliefs, and knowledge. Data Collection and Analysis During two iterations of design and implementation of VR lessons, we collected qualitative data in the form of the participant's written reflections, video recordings of his classroom teaching, field notes of observations, and follow-up interviews after each observation. Data were open-coded based on the interconnected model of teacher professional growth (IMTPG) and the framework of technological pedagogical content knowledge (TPACK). Findings/Results We observed changes occurring in the participant's TPACK, his beliefs about students, and his dispositions toward the use of VR. Most of the changes in the design phase appeared to inspire the participant's development of TPACK and ended with curriculum design using newly developed knowledge. The participant's enactment brought changes in instructional outcomes for both himself and his students, which then either altered his practice while teaching or changed/reinforced his knowledge and beliefs. Conclusions/Recommendations Our findings support a nonlinear, ongoing, and iterative approach to teacher change, as emphasized by the IMTPG. We add to this line of research by offering a detailed description of one teacher's learning process and development of TPACK. More important, this study focused on an exemplary teacher's design and implementation of VR and explored how certain barriers or enablers affected his design decisions by changing his knowledge, beliefs, and instructional practices. The findings of this intrinsic case study allow us to offer advice for teachers interested in integrating VR into their instruction.

scholarly journals P133: A novel addictions curriculum for emergency medicine residents

CJEM ◽  
2020 ◽  
Vol 22 (S1) ◽  
pp. S112-S112
Author(s):  
B. Bérczi ◽  
K. Chan
Keyword(s):  
Emergency Medicine ◽  
Curriculum Design ◽  
Formal Education ◽  
Learning Experience ◽  
Core Competency ◽  
Evaluation Tool ◽  
Addiction Medicine ◽  
Professional Activities ◽  
Barriers To Implementation ◽  
Academic Year

Innovation Concept: In the era of the current opioid crisis, addiction medicine is becoming a core competency of patient care. Despite the prevalence of addiction-related presentations, there is a paucity of formal education on the topic in emergency medicine; with time and lack of qualified staff cited as barriers to implementation. We aimed to correct this gap in education through the curriculum design of an addictions elective that can be easily implemented by Emergency Medicine Program Directors across Canada. Methods: Learning objectives were developed based on expert consensus and the list of entrustable professional activities (EPAs) mandated by the Royal College. A local needs assessment was conducted to identify existing addictions curriculum and identify opportunities for improvement. Curriculum, Tool, or Material: A one-month block addictions selective was developed specifically for emergency medicine residents. Elements of this curriculum included a suggested schedule, a list of supplemental resources, and an evaluation tool to track EPAs. A pre and post survey was created for distribution to all participants to track knowledge acquisition and to collect feedback on the education intervention. In the 2019-2020 academic year, 4 residents participated in this selective and multiple have expressed interest for the future. Conclusion: In Ontario alone, the rate of opioid-related deaths has quadrupled and has escalated to a rate of 2 deaths every day. Alcohol and other substance use is commonly a chief concern, catalyst, or comorbidity for patient presentations in the emergency department. Our selective curriculum seeks to address a gap for emergency medicine residents. Ongoing program evaluation will take place to continue to optimize this learning experience.

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