Journal Watch From ACE (Alliance for Clinical Education): Annual Review of Medical Education Articles in Emergency Medicine, 2010–2011

Abstract

Teaching and Learning in Medicine, 25(2), 178–182 C 2013, Taylor & Francis Group, LLC Copyright ! ISSN: 1040-1334 print / 1532-8015 online DOI: 10.1080/10401334.2013.772003 Journal Watch From ACE (Alliance for Clinical Education): Annual Review of Medical Education Articles in Emergency Medicine, 2010–2011 Paul Y. Ko Department of Emergency Medicine, SUNY Upstate Medical University, Syracuse, New York, USA Downloaded by [UPSTATE Medical University Health Sciences Library] at 07:22 26 March 2013 Aaron W. Bernard The Ohio State University, Department of Emergency Medicine, Columbus, Ohio, USA Stacey L. Poznanski Department of Emergency Medicine, Wright State University, Kettering, Ohio, USA Robert Cooney Department of Emergency Medicine, Conemaugh Health System, Johnstown, Pennsylvania, USA Sorabh Khandelwal Department of Emergency Medicine, Ohio State University, Columbus, Ohio, USA Michelle Lin Department of Emergency Medicine, University of California San Francisco, San Francisco, California, USA This review, sponsored by the Alliance for Clinical Educa- tion, highlights selected medical education articles published in Emergency Medicine journals typically not read by clinician- educators in other specialties. The authors are members of the Clerkship Directors in Emergency Medicine. A literature search was conducted using PubMed using the subject terms Medical Students, Internship and Residency, Clin- ical Clerkship, Medical Education, Undergraduate Medical Education, Graduate Medical Education, Continuing Medi- cal Education, and then combined with the term Emergency Medicine. The search was limited to full, English language original publications published between January 1, 2010, and December 31, 2011. We excluded the following journals, which have medical education contributions that are read across spe- cialties: Academic Medicine, British Medical Journal, Lancet, Medical Education, Medical Teacher, Journal of the American Medical Association, New England Journal of Medicine, and Teaching and Learning in Medicine. Two independent searches were performed by Dr. Ko and Dr. Poznanski and a total of 136 articles met the aforementioned criteria. The 136 articles were reviewed by all six authors for poten- tial inclusion in this review. Fifty-six articles were chosen for Correspondence may be sent to Paul Y. Ko, 550 East Genesee Street #103, Syracuse, NY 13202, USA. E-mail: kop@upstate.edu secondary formal review based on quality of study and poten- tial interest to educators outside Emergency Medicine. These articles were broken up into three groups, and two authors in- dependently reviewed each article. Each article was critiqued and scored on study design, data analysis, outcome measure- ments, relevance, and innovation, with weight given to the last two items. Emphasis on generalizability and potential interest to educators of other disciplines was noted by the reviewers. After this review and consensus discussions, 12 articles that were thought to highlight the most relevant and rigorous studies focusing on a wide spectrum of medical education topics were selected for inclusion in this review. PROGRAM/CURRICULUM DEVELOPMENT 1. Friedman S, Sayers B, Lazio M, Friedman S, Gisondi MA. Curriculum design of a case-based knowledge translation shift for Emergency Medicine residents. Academic Emergency Medicine 2010;17:S42–8. Despite the abundance of evidence available to clinicians, the ability to transfer that evidence-based information to the practice environment (i.e., knowledge translation) is inconsis- tently taught and applied. In this prospective, observational, cohort study involving emergency medicine residents, the au- thors design, implement, and evaluate a case-based knowl- edge translation curriculum that enables a resident to practice