Sarah C. Cavallaro MD, Sara Schutzman MD, Joyce Li MD, MPH, Martin Pusic MD, PhD
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The second objective was to suggest a prioritization for the EM learner of the enumerated PEM elements.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>We first assembled a comprehensive list of PEM concepts, diagnoses, and procedures that might be taught to EM residents. We then convened focus groups composed of key stakeholders to help formulate content and concept themes important for EM resident training. Once the themes were identified, we divided the list of PEM topics into appropriate themes and then carried out a second round of focus groups expanded to include more diverse expert input for prioritizing the elements of the comprehensive list within each theme.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>We prioritized 168 important PEM concepts from previous standards and emerging PEM literature among 10 identified themes: the pediatric normal, the bottom-line boil-it-down approach, common presentations, high-acuity pediatric cases and procedures, differences between children and adults, same between children and adults, red flags, infrequency of caring for a child compared with an adult, keep breadth but promote self-directed depth, and triage and disposition.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>Based on input from stakeholders in EM resident education, we identified key themes within PEM education and created a framework for the hierarchical categorization of PEM content for within an EM residency.</p>\n </section>\n </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"8 2","pages":""},"PeriodicalIF":1.7000,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Determination, categorization, and hierarchy of content for a pediatric emergency medicine curriculum designed for emergency medicine residents\",\"authors\":\"Sarah C. 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引用次数: 0
摘要
背景 目前，美国毕业医学教育认证委员会（Accreditation Council of Graduate Medical Education）要求急诊医学（EM）住院医师在儿科急诊医学（PEM）和重症监护环境中进行基于时间的儿科实习。美国急诊医学委员会发布了《急诊医学临床实践模型》，列出了急诊医学住院医师应学习的内容。然而，这份清单内容繁多，而且没有主次之分，因此很难纳入有时间限制的课程中。 研究目的 本研究的主要目的是以急诊医学的视角对急诊医学教学内容进行综合分类。第二个目标是为电磁学习者建议所列举的电磁学内容的优先次序。 方法 我们首先收集了一份全面的 PEM 概念、诊断和程序清单，可能会教授给急诊科住院医师。然后，我们召集了由主要相关人员组成的焦点小组，帮助制定对急诊科住院医师培训非常重要的内容和概念主题。确定主题后，我们将 PEM 主题列表划分为适当的主题，然后进行第二轮焦点小组讨论，以纳入更多不同的专家意见，从而在每个主题中对综合列表中的内容进行优先排序。 结果 我们从以前的标准和新出现的 PEM 文献中选出了 168 个重要的 PEM 概念，并在 10 个已确定的主题中进行了优先排序，这 10 个主题是：儿科正常情况、底线煮沸法、常见表现、高危儿科病例和手术、儿童和成人之间的差异、儿童和成人之间的相同点、红旗、与成人相比护理儿童的频率较低、保持广度但促进自主深度以及分流和处置。 结论 根据急诊科住院医师教育相关人员的意见，我们确定了急诊科住院医师教育的关键主题，并为急诊科住院医师教育内容的分级分类创建了一个框架。
Determination, categorization, and hierarchy of content for a pediatric emergency medicine curriculum designed for emergency medicine residents
Background
Currently, the Accreditation Council of Graduate Medical Education requires time-based pediatric experiences for emergency medicine (EM) residents in both pediatric emergency medicine (PEM) and critical care settings. The American Board of Emergency Medicine has published the Model of the Clinical Practice of Emergency Medicine, which is a list of content an EM resident should learn. However, this list is large and without prioritization and therefore can be difficult to incorporate into time-limited curricula.
Objectives
The primary objective of this study was to develop comprehensive categorization of PEM content using an EM lens. The second objective was to suggest a prioritization for the EM learner of the enumerated PEM elements.
Methods
We first assembled a comprehensive list of PEM concepts, diagnoses, and procedures that might be taught to EM residents. We then convened focus groups composed of key stakeholders to help formulate content and concept themes important for EM resident training. Once the themes were identified, we divided the list of PEM topics into appropriate themes and then carried out a second round of focus groups expanded to include more diverse expert input for prioritizing the elements of the comprehensive list within each theme.
Results
We prioritized 168 important PEM concepts from previous standards and emerging PEM literature among 10 identified themes: the pediatric normal, the bottom-line boil-it-down approach, common presentations, high-acuity pediatric cases and procedures, differences between children and adults, same between children and adults, red flags, infrequency of caring for a child compared with an adult, keep breadth but promote self-directed depth, and triage and disposition.
Conclusions
Based on input from stakeholders in EM resident education, we identified key themes within PEM education and created a framework for the hierarchical categorization of PEM content for within an EM residency.
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