Abstract
IntroductionA key task of emergency medicine (EM) training programs is to develop a consistent knowledge of core content in recruits with heterogeneous training backgrounds. The traditional model for delivering core content is lecture-based weekly conference; however, a growing body of literature finds this format less effective and less appealing than alternatives. We sought to address this challenge by conducting a needs assessment for a longitudinal intern curriculum for millennial learners.MethodsWe surveyed all residents from the six EM programs in the greater Chicago area regarding the concept, format, and scope of a longitudinal intern curriculum.ResultsWe received 153 responses from the 300 residents surveyed (51% response rate). The majority of respondents (80%; 82% of interns) agreed or strongly agreed that a dedicated intern curriculum would add value to residency education. The most positively rated teaching method was simulation sessions (91% positive responses), followed by dedicated weekly conference time (75% positive responses) and dedicated asynchronous resources (71% positive responses). Less than half of respondents (47%; 26% of interns) supported use of textbook readings in the curriculum.ConclusionThere is strong learner interest in a longitudinal intern curriculum. This needs assessment can serve to inform the development of a universal intern curriculum targeting the millennial generation.
Highlights
A key task of emergency medicine (EM) training programs is to develop a consistent knowledge of core content in recruits with heterogeneous training backgrounds
We surveyed all residents from the six EM programs in the greater Chicago area regarding the concept, format, and scope of a longitudinal intern curriculum
There is strong learner interest in a longitudinal intern curriculum. This needs assessment can serve to inform the development of a universal intern curriculum targeting the millennial generation. [West J Emerg Med. 2017;18(1)31-34.]
Summary
A key task of emergency medicine (EM) training programs is to develop a consistent knowledge of core content in recruits with heterogeneous training backgrounds and variable gaps in education.[1] The traditional model for delivering core content is lecture-based weekly conference; a growing body of literature finds this format less effective and less appealing than alternatives.[2,3,4,5,6] As a result, some training programs have introduced new teaching methods such as shorter and more interactive lectures, small group sessions, and web-based asynchronous components.[7,8] These advances herald the adaptation of conference design to meet the challenges of educating today’s millennial learners who have “little desire to read long texts,”[9] value appropriate usage of technology, and seek interactive learning opportunities.[10,11]. The traditional model may suffer from a limited audience during weekly conference; it is not uncommon for residents to miss conference due to clinical or other obligations.[13]
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