The educational experience of pediatric emergency medicine fellows in the use and application of procedural sedation/analgesia.
Curriculum; Education; Human; Questionnaires; Chi Square Test; Data Analysis Software; Pearson's Correlation Coefficient; Multiple Regression; Email; Survey Research; T-Tests; Medical; Analgesia; Sedation; Emergency Medicine – Education; Pediatric Care – Education
OBJECTIVES: The purpose of this study is to describe the clinical and educational experience provided to the pediatric emergency medicine (PEM) fellows in procedural sedation/analgesia during their course of training. METHODS: A nonanonymous survey was completed by the program director of each Accreditation Council for Graduate Medical Education (ACGME)-accredited PEM fellowship program listed in the 2001 to 2002 Graduate Medical Education Directory. Information relating to program demographics, agents available for use in the emergency department (ED), and the educational opportunities offered to trainees was sought. RESULTS: Each of the 32 ACGME-accredited programs completed the survey. Thirty programs report using procedural sedation and analgesia (PSA) to facilitate the completion of nonpainful and 32 programs to facilitate the completion of painful procedures in the ED. Twenty-nine programs (92%) permit their fellows to provide PSA independently after meeting credentialing criteria at their institution. Formal didactic sessions, direct supervision of procedures, and dedicated journal clubs were the 3 most frequently cited educational methods reported. The educational method chosen was not predicted by the ED type, the size of the training program, or by the volume of patients evaluated in the ED. Twelve program directors report their belief that a minimum number of procedures should be completed prior to completion of the training program. CONCLUSION: There is wide variation in the educational methods used by PEM fellowship training programs in procedural sedation/analgesia.
Pollauf LA; Lutes RE; Ramundo ML; Christopher NC
Pediatric emergency care
2004
2004-01
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1097/01.pec.0000106237.72265.bb" target="_blank" rel="noreferrer noopener">10.1097/01.pec.0000106237.72265.bb</a>
International Federation for emergency medicine model curriculum for continuing professional development.
*Curriculum; *International Cooperation; CMD - Continuous Professional Development; CME - Continuing Medical Education; Continuing; Continuing/*methods; Curriculum; Curriculum Development; Education; Emergency Medicine; Emergency Medicine – Education; Emergency Medicine/*education; Humans; International Agencies; Internship and Residency; Medical; Medical Organizations; Professional; Professional Development; Training
Hobgood Cherri; Mulligan Terrence; Bodiwala Gautam; Cameron Peter; Holliman James Jim; Kwan James; Singer Andrew; Jouriles Nicholas
CJEM
2015
2015-05
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1017/cem.2014.79" target="_blank" rel="noreferrer noopener">10.1017/cem.2014.79</a>
The National Emergency Medicine Fourth-year Student (M4) Examinations: Updates and Performance.
*Education; assessment; CDEM; Clinical Clerkship; Clinical Competence; Education; Educational Measurement; Educational Measurement/*methods; Emergency Medicine – Education; Emergency Medicine/*education; examination; Humans; Medical; medical student; Undergraduate
BACKGROUND: Version 1 (V1) of the National Emergency Medicine Fourth-year Student (EM M4) Examination was released in 2011 and revised along with release of V2 in 2012. Each examination contains 50 multiple-choice questions designed to assess knowledge in the EM M4 clerkship curriculum. Development and initial performance data were described previously. OBJECTIVE: To provide updated V1 performance data, describe development and revision of V2, and to compare performance between academic years and examination forms, and within academic years. METHODS: Examinations are administered at www.saemtests.org with ongoing performance data provided. After 1 year of use, nine questions on V2 were revised, five because of low discriminatory ability and four because of excessive difficulty. Revision or replacement was done in accordance with the National Board of Medical Examiners (NBME) Item Writing Guidelines. Mean scores were compared for V1 between academic years (i.e., July 2011-June 2012 vs. July 2012-June 2013), V2 compared with V1, and for each examination version for early and late test takers. RESULTS: V1 has been administered \textgreater10,000 times since its release, and the current form mean is 81.5% (SD 3.7). Average discriminatory value (rpb) is 0.204. V2 has been administered \textgreater1500 times, with a mean score of 78.4% (SD 4.4) and average rpb 0.253. V1 and V2 current means differ statistically. Scores from examinees completing V1 or V2 early vs. late in the academic year differ statistically. CONCLUSIONS: Performance data for V1 remain stable after 2 years. Revisions of poorly performing questions improved question performance on V2. Questions with low rpb or low pdiff will continue to be revised annually. While examination forms differ statistically, the practical utility of the differences is not defined.
Heitz Corey R; Lawson Luan; Beeson Michael; Miller Emily S
The Journal of emergency medicine
2016
2016-01
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1016/j.jemermed.2015.06.072" target="_blank" rel="noreferrer noopener">10.1016/j.jemermed.2015.06.072</a>