Academic emergency medicine : official journal of the Society for Academic Emergency Medicine
-
This project was developed from the research network track at the 2012 Academic Emergency Medicine consensus conference on education research in emergency medicine (EM). Using a combination of consensus techniques, the modified Delphi method, and qualitative research methods, the authors describe multiple aspects of developing, implementing, managing, and growing an EM education research network. A total of 175 conference attendees and 24 small-group participants contributed to discussions regarding an education research network; participants were experts in research networks, education, and education research. This article summarizes relevant conference discussions and expert opinion for recommendations on the structure of an education research network, basic operational framework, site selection, leadership, subcommittees, guidelines for authorship, logistics, and measuring success while growing and maintaining the network.
-
In 2012, the Accreditation Council for Graduate Medical Education (ACGME) introduced the Next Accreditation System (NAS) for residency program accreditation. With implementation of the NAS, residents are assessed according to a series of new emergency medicine (EM)-specific performance milestones, and the frequency of assessment reporting is increased. ⋯ This article summarizes the recommendations of the writing group on assessment of observable learner performance at the 2012 Academic Emergency Medicine consensus conference on education research in EM that took place on May 9, 2012, in Chicago, Illinois. The authors define an agenda for future assessment tool research and development that was arrived at by consensus during the conference.
-
The Accreditation Council for Graduate Medical Education (ACGME) requires that emergency medicine (EM) residency graduates are competent in the medical knowledge (MK) core competency. EM educators use a number of tools to measure a resident's progress toward this goal; it is not always clear whether these tools provide a valid assessment. ⋯ Tools in widespread use are discussed, as well as emerging methods that may form valid assessments in the future. Finally, an agenda for future research is proposed to help address gaps in the current understanding of MK assessment.
-
At the 2012 Academic Emergency Medicine consensus conference, "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success," a breakout session convened to discuss postgraduate fellowship training in emergency medicine (EM), which would focus on education research. Graduates will form a growing cadre of education scholars who conduct and publish quality education research. This proceedings article reports the consensus findings of a breakout session subgroup whose goal was to construct a needs assessment for the proposed 2-year education scholarship fellowship. The authors describe, based on expert and participant consensus, a framework for a large-scale, mixed-methods needs assessment for such a fellowship.
-
The 2012 Academic Emergency Medicine (AEM) consensus conference "Education Research In Emergency Medicine: Opportunities, Challenges, and Strategies for Success" convened a diverse group of stakeholders in medical education to target gaps in emergency medicine (EM) education research and identify priorities for future study. A total of 175 registrants collaborated in preparatory and conference-day activities to explore subtopics in educational interventions, learner assessment, faculty development, and research funding and infrastructure. The conference was punctuated by didactic sessions led by key international medical education experts and ended with consensus formation in many domains. This issue of AEM presents the exciting results of this process.