• Emerg Med Australas · Oct 2009

    International Federation for Emergency Medicine model curriculum for medical student education in emergency medicine.

    • Cherri Hobgood, Venkataraman Anantharaman, Glen Bandiera, Peter Cameron, Pinchas Halperin, James Holliman, Nicholas Jouriles, Darren Kilroy, Terrence Mulligan, Andrew Singer, and International Federation for Emergency Medicine.
    • University of North Carolina, Department of Emergency Medicine, UNC School of Medicine, CB 7594, UNC Hospitals, Chapel Hill, NC 27599, USA. hobgood@med.unc.edu
    • Emerg Med Australas. 2009 Oct 1;21(5):367-72.

    AbstractThere is a critical and growing need for emergency physicians and emergency medicine resources worldwide. To meet this need, physicians must be trained to deliver time-sensitive interventions and life-saving emergency care. Currently, there is no internationally recognized, standard curriculum that defines the basic minimum standards for emergency medicine education. To address this lack, the International Federation for Emergency Medicine (IFEM) convened a committee of international physicians, health professionals and other experts in emergency medicine and international emergency medicine development, to outline a curriculum for foundation training of medical students in emergency medicine. This curriculum document represents the consensus of recommendations by this committee. The curriculum is designed with a focus on the basic minimum emergency medicine educational content that any medical school should be delivering to its students during their undergraduate years of training. It is designed, not to be prescriptive, but to assist educators and emergency medicine leadership in advancing physician education in basic emergency medicine content. The content would be relevant, not just for communities with mature emergency medicine systems, but also for developing nations or for nations seeking to expand emergency medicine within current educational structures. We anticipate that there will be wide variability in how this curriculum is implemented and taught, reflecting the existing educational milieu, the resources available, and the goals of the institutions' educational leadership.

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