Are interns prepared? A summary of current transition to residency preparation courses content

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES AEM Education and Training Pub Date : 2024-08-27 DOI:10.1002/aet2.11015
Mallory Davis MD, MPH, Donna Okoli MD, Joseph House MD, Sally Santen MD, PhD
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Abstract

Background

The transition from medical student to emergency medicine resident is a critical point in training. Medical students start residency with different levels of understanding and some are not meeting the emergency medicine (EM) Level 1 milestones. Residency preparation courses (RPCs) were created to fill this gap and prepare medical students for residency.

Objectives

The objective was to review content from current RPC curricula to determine the content that should be included in an EM-specific transition to residency preparation course.

Methods

We collected curricula from RPC course directors at different institutions and reviewed and coded the topics into categories: (1) didactics, (2) procedures, and (3) unique topics (defined as nontraditional topics that did not fit squarely into didactics or procedures).

Results

We obtained content from 13 different RPC curricula. Length of the courses ranged from one to 8 weeks with the mean being three weeks. Most courses were taught within a larger medical school course and were not specific to EM (62%). The most frequently taught didactic topics were airway interventions (85%), critical care (69%), and chest pain/shortness of breath (62%). Most programs included a simulation component (92%) and the most common procedures included airway interventions (69%); lines—central, arterial, and Cordis (69%); lumbar puncture (62%); and ultrasound (62%). Many of the courses had unique or special features taught within the curriculum. The most frequently taught unique content were sessions on self-awareness and self-regulation (85%) and advanced communication (69%).

Conclusions

After multiple RPC curricula content was reviewed, a set of basic curriculum has been determined and supported by the content analysis. By including a standardized curriculum within RPC's, this will help better prepare medical students and create a standard for medical students entering EM residency and may allow intern orientations to focus on higher level skills.

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实习生准备好了吗?当前过渡到住院实习准备课程内容概述。
背景:从医学生到急诊科住院医师的转变是培训中的一个关键点。医学生在开始住院医师培训时的理解水平参差不齐,有些学生还没有达到急诊医学(EM)一级的里程碑。开设住院医师培训预备课程(RPC)就是为了填补这一空白,让医学生为住院医师培训做好准备:目的:审查当前 RPC 课程的内容,以确定应纳入专门的急诊科过渡到住院医师培训准备课程的内容:我们从不同机构的 RPC 课程负责人处收集了课程内容,并对其进行了审查和编码,将其分为以下几类:(1) 教学;(2) 程序;(3) 独特主题(定义为非传统主题,不完全符合教学或程序):我们从 13 个不同的 RPC 课程中获取了内容。课程时间从 1 周到 8 周不等,平均为 3 周。大多数课程是在医学院的大型课程中教授的,并非专门针对电磁学(62%)。最常见的教学主题是气道干预(85%)、重症监护(69%)和胸痛/呼吸困难(62%)。大多数课程都包括模拟部分(92%),最常见的程序包括气道介入(69%);管路-中心静脉、动脉和 Cordis(69%);腰椎穿刺(62%);以及超声波(62%)。许多课程都有独特或特殊的教学内容。最常讲授的独特内容是自我意识和自我调节课程(85%)和高级交流课程(69%):在对多个 RPC 课程内容进行审查后,确定了一套基本课程,并得到了内容分析的支持。通过在 RPC 中纳入标准化课程,这将有助于医科学生更好地做好准备,并为进入急诊科住院医师培训的医科学生创建一个标准,同时也可使实习指导侧重于更高层次的技能。
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来源期刊
AEM Education and Training
AEM Education and Training Nursing-Emergency Nursing
CiteScore
2.60
自引率
22.20%
发文量
89
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