• Jane H Brice, Debra G Perina, J Marc Liu, Darren A Braude, Kathy J Rinnert, and Russell D MacDonald.
• from the Department of Emergency Medicine, The University of North Carolina School of Medicine , Chapel Hill, North Carolina (JHB) , Department of Emergency Medicine, University of Virginia , Charlottesville, Virginia (DGP) , Department of Emergency Medicine, Medical College of Wisconsin , Milwaukee, Wisconsin (JML) , Department of Emergency Medicine, University of New Mexico , Albuquerque, New Mexico (DAB) , Division of Emergency Medicine, Department of Surgery, University of Texas Southwestern , Dallas, Texas (KJR) , Department of Medicine, University of Toronto , Toronto, Ontario , Canada .
• Prehosp Emerg Care. 2014 Jan 1;18(1):98-105.

AbstractEmergency medical services (EMS) became an American Board of Medical Specialties (ABMS) approved subspecialty of emergency medicine in September 2010. Achieving specialty or subspecialty recognition in an area of medical practice requires a unique body of knowledge, a scientific basis for the practice, a significant number of physicians who dedicate a portion of their practice to the area, and a sufficient number of fellowship programs. To prepare EMS fellows for successful completion of fellowship training, a lifetime of subspecialty practice, and certification examination, a formalized structured fellowship curriculum is necessary. A functional curriculum is one that takes the entire body of knowledge necessary to appropriately practice in the identified area and codifies it into a training blueprint to ensure that all of the items are covered over the prescribed training period. A curriculum can be as detailed as desired but typically all major headings and subheadings of the core content are identified and addressed. Common curricular components, specific to each area of the core content, include goals and objectives, implementation methods, evaluation, and outcomes assessment methods. Implementation methods can include simulation, observations, didactics, and experiential elements. Evaluation and outcomes assessment methods can include direct observation of patient assessment and treatment skills, structured patient simulations, 360° feedback, written and oral testing, and retrospective chart reviews. This paper describes a curriculum that is congruent with the current EMS core content, as well as providing a 12-month format to deploy the curriculum in an EMS fellowship program. Key words: curriculum; education; emergency medical services; fellowships and scholarships.

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