Abstract
IntroductionSince the development of an Accreditation Council of Graduate Medical Education (ACGME)-accredited emergency medical services (EMS) fellowship, there has been little published literature on effective methods of content delivery or training modalities. Here we explore a variety of innovative approaches to the development and revision of the EMS fellowship curriculum.MethodsThree academic, university-based ACGME-accredited EMS fellowship programs each implemented an innovative change to their existing training curricula. These changes included the following: a novel didactic curriculum delivery modality and evaluation; implementation of a distance education program to improve EMS fellows’ rural EMS experiences; and modification of an existing EMS fellowship curriculum to train a non-emergency medicine physician.ResultsChanges made to each of the above EMS fellowship programs addressed unique challenges, demonstrating areas of success and promise for more generalized implementation of these curricula. Obstacles remain in tailoring the described curricula to the needs of each unique institution and system.ConclusionThree separate curricula and program changes were implemented to overcome specific challenges and achieve educational goals. It is our hope that our shared experiences will enable others in addressing common barriers to teaching the EMS fellowship core content and share similar innovative approaches to educational challenges.
Highlights
Since the development of an Accreditation Council of Graduate Medical Education (ACGME)-accredited emergency medical services (EMS) fellowship, there has been little published literature on effective methods of content delivery or training modalities
It is our hope that our shared experiences will enable others in addressing common barriers to teaching the EMS fellowship core content and share similar innovative approaches to educational challenges. [West J Emerg Med. 2020;21(2)429-433.]
During the 2015-2016 academic year, instead of traditional didactic sessions delivered by an EMS core faculty using PowerPoint slides, we developed a novel approach to grand rounds by implementing thematically-focused weeks consisting of a combination of experiential-focused lectures; system-specific topics; chapter-focused discussions; case discussions; journal clubs; and special events
Summary
Since the development of an Accreditation Council of Graduate Medical Education (ACGME)-accredited emergency medical services (EMS) fellowship, there has been little published literature on effective methods of content delivery or training modalities. Education (ACGME) approved an accredited fellowship in the area of emergency medical services (EMS).[1] Along with this accreditation, curricular core content and competencies were identified to guide the education and training of EMS physicians.[2] While prototype fellowship and residency EMS curricula have been previously outlined prior to EMS ACGME accreditation, there is little published material to guide effective content delivery or innovation in training modalities and to evaluate whether these changes and methodologies have been effective.[3,4,5] Available guidance has emphasized the importance of creating a formalized curriculum that reflects core content in a diversity of educational formats.[6].
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