Creating a Model Curriculum in the United States Samuel Keim University of Arizona.
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Transcript of Creating a Model Curriculum in the United States Samuel Keim University of Arizona.
Where did we start?1975 EM practice analysis of conditions and
skills Survey + Review by “expert panel”
Core Content List 22 categories
Core Content List – 1970’s Used to develop:
Curriculum for training programs Certification tests Accreditation criteria for training programs Agenda for post-graduate education Agenda for political advocacy
Then chaos ensued…1975 – 1997 No single organization in charge List expanded from 5 pages to 20! Lack of editing No system of weighting or priority Reflective of actual practice of EM?
Core Content Task Force Collaborative effort to create a single,
accurate, common-source description of EM practice Curriculum for training programs Certification tests Accreditation criteria for training programs Agenda for post-graduate education Agenda for political advocacy
Core Content Task Force4 Steps:
1) Practice Analysis
2) Advisory panel review
3) National Survey
4) Model preparation
A Model of Clinical Emergency Medicine1) Model-based Practice Analysis
NBME hired as consultant* Assumptions:
Specialties are unique because of situations Task competency is driven by the situations Model is the set of appropriate Tasks + Situations
Three categories of situations Critical Emergent Low acuity
* La Duca et al, The design of a new physicianlicensure examination. Eval Health Prof. 1984; 7:115–40
1) Model-based Practice Analysisa) 1995 and 1996 National Hospital Ambulatory
Medical Care Surveys (NHAMCS). >40,000 patient visits matched to reliably
represent ~ 90 million visits
b) Diagnoses sorted from most common to least common patient situations/encounters
c) List 82% congruent with old “Core Content”
A Model of Clinical Emergency Medicine2) Creation of Advisory Panel
Practicing emergency physicians Not members of Task Force Reviewed List of Diagnoses and considered
whether non-diseases, e.g., administration, procedural skills should be included
A Model of Clinical Emergency Medicine Advisory Panel created draft of Model
containing Acuity Elements for list of most common diagnoses
Task Force reviewed draft Sent to all sponsoring organizations for
approval
A Model of Clinical Emergency Medicine3) National Survey Random sampling of 1084 certified emergency
physicians Specific questions and Comments requested
regarding content and concepts Overwhelmingly positive response that both
Model was true representation of EM practice Narrative comments reviewed and presented to
the Task Force for consideration
A Model of Clinical Emergency Medicine4) Preparation of EM Model
Task Force revised Model based on survey and wrote descriptive preamble and recommendations for future:
a) Future Task Forces should have some of old Task Force for continuity
b) A one-year review should occur
A Model of Clinical Emergency Medicine
Recommendations for future:
c) Model reviewed every 2 yrs
d) New practice analysis every 5 yrs
A Model of Clinical Emergency Medicine – What is it?3 dimensional model
List of conditions and components linked to a matrix composed of
Physician Tasks Patient acuity frames
www.abem.org
Model Patient Acuity Critical
Life threat if immediate intervention not initiated immediately
Emergent May progress in severity to high probability for
morbidity if treatment not initiated soon
Lower Acuity Low probability of progression to serious disease
Model List of Conditions
3.3 Cardiovascular Disorders
Critical Emergent Lower acuity
3.1 Cardiopulmonary Arrest
X
3.3 Arterial Thromboembolism
X
Model Physician TasksDiagnosis Develop a differential
diagnosis; establish the most likely diagnoses in light of the history, physical, interventions, and test results.
Model Physician TasksTherapeutic
interventions
Perform procedures and nonpharmacologic therapies, and counseling.
Model Physician TasksPrevention and education Apply epidemiologic
information to patients at risk; conduct patient education; select appropriate disease and injury prevention techniques.
Finally… Now possible to create a Curriculum based
upon same common-model as Test and Program Requirements
Weighting has been standardized Content will not change unless all
organizations agree
Curriculum modification2003 – 2004 Two major academic societies are
collaborating to modify existing Model Curriculum to be consistent with the Model of Clinical Practice
Web-published
Existing Curriculum www.saem.org/model/intro.htm
Based upon Pre-1997 List 23 Condition and Skill categories VERY long
Existing Curriculum Weighted according to importance of
knowledge or skill to the practice of EM Mastery Proficiency Familiarity