The list of breakout session participants can be found as the appendix of a related article on page 1486.
Assessing Medical Knowledge of Emergency Medicine Residents
Article first published online: 16 DEC 2012
© 2012 by the Society for Academic Emergency Medicine
Academic Emergency Medicine
Special Issue: 2012 AEM Consensus Conference Special Issue: Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success. Guest Editors: John Burton, Terry Kowalenko, Richard Lammers
Volume 19, Issue 12, pages 1360–1365, December 2012
How to Cite
ACADEMIC EMERGENCY MEDICINE 2012; 19: 1360–1365 © 2012 by the Society for Academic Emergency Medicine
This paper reports on a workshop session of the 2012 Academic Emergency Medicine consensus conference, “Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success,” May 9, 2012, Chicago, IL.
The authors have no relevant financial information or potential conflicts of interest to disclose.
- Issue published online: 26 DEC 2012
- Article first published online: 16 DEC 2012
- Manuscript Accepted: 28 JUN 2012
- Manuscript Received: 26 JUN 2012
The Accreditation Council for Graduate Medical Education (ACGME) requires that emergency medicine (EM) residency graduates are competent in the medical knowledge (MK) core competency. EM educators use a number of tools to measure a resident's progress toward this goal; it is not always clear whether these tools provide a valid assessment. A workshop was convened during the 2012 Academic Emergency Medicine consensus conference “Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success” where assessment for each core competency was discussed in detail. This article provides a description of the validity evidence behind current MK assessment tools used in EM and other specialties. Tools in widespread use are discussed, as well as emerging methods that may form valid assessments in the future. Finally, an agenda for future research is proposed to help address gaps in the current understanding of MK assessment.