المؤلفون: Blake Chandler Briggs, David Martin Cline, Kendall Lynn Stewardson, Jordan Alexis Kugler, Cedric Lefebvre

المصدر: Journal of Medical Education and Curricular Development, Vol 8 (2021)

مصطلحات موضوعية: Special aspects of education, LC8-6691, Medicine (General), R5-920

الوصف: INTRODUCTION The American College of Graduate Medical Education (ACGME) defines 18 “key procedures” as requirements in emergency medicine (EM) residency programs. The post-graduate year-1 (PGY-1) curriculum provides an early foundation for EM trainees to gain procedural experience, but traditional PGY-1 rotations may not provide robust procedural opportunities. Our objective was to replace a traditional orthopedic rotation with a 4-week rotation that emphasized EM procedure acquisition and comprehension. Although all residents met ACGME procedural requirements before the curricular modification, the purpose of this month was to increase overall procedure numbers. The block contained dedicated procedure shifts in the emergency department as well as an asynchronous, self-directed learning course. We sought to compare the number of procedures performed by PGY-1 residents during their orthopedic rotation (the year before implementation), to the number of procedures performed during their procedure rotation (the year after implementation). METHODS The total number of procedures performed and logged by PGY-1 residents during the traditional orthopedic rotation (during the year prior to implementation of the new procedure rotation) were compared to the total number of procedures by the first class to undergo the new procedure rotation the following year. Thirty resident logs were reviewed (15 per class). Data were analyzed using SAS NPAR1WAY; Z

وصف الملف: electronic resource

Relation: https://doaj.org/toc/2382-1205

URL الوصول: https://doaj.org/article/34d7032d9ced44a68cc49cf1ae72c6c6