Defining A Core Curriculum for Education Scholarship Fellowships in Emergency Medicine

Authors

  • Wendy C. Coates MD,

    Corresponding author
    1. David Geffen School of Medicine at UCLA, Los Angeles, CA
    2. Los Angeles Biomedical Research Institute at Harbor-UCLA, Torrance, CA
    • Department of Emergency Medicine, Harbor-UCLA Medical Center, Torrance, CA
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  • Michelle Lin MD,

    1. the department of Emergency Medicine, University of California at San Francisco, San Francisco, CA
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  • Samuel Clarke MD,

    1. Department of Emergency Medicine, Harbor-UCLA Medical Center, Torrance, CA
    2. David Geffen School of Medicine at UCLA, Los Angeles, CA
    3. Los Angeles Biomedical Research Institute at Harbor-UCLA, Torrance, CA
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  • Jaime Jordan MD,

    1. Department of Emergency Medicine, Harbor-UCLA Medical Center, Torrance, CA
    2. David Geffen School of Medicine at UCLA, Los Angeles, CA
    3. Los Angeles Biomedical Research Institute at Harbor-UCLA, Torrance, CA
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  • Todd Guth MD,

    1. the department of Emergency Medicine, University of Colorado, Anschutz Medical Campus, Aurora, CO
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  • Sally A. Santen MD, PhD,

    1. the office of Medical Student Education & Department of Emergency Medicine, University of Michigan, Ann Arbor, MI
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  • Lalena M. Yarris MD, MCR

    1. the department of Emergency Medicine, Oregon Health & Science University, Portland, OR
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  • 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.

Address for correspondence and reprints: Wendy C. Coates, MD; e-mail: coates@emedharbor.edu.

Abstract

A trained cadre of medical education scholars with a focus on methodologically sound research techniques is needed to ensure development of innovations that can be translated to educational practice, rigorous evaluation of instructional strategies, and progress toward improving patient care outcomes. Most established educational programs are aimed at existing faculty members and focus primarily on the development of teaching and leadership skills. At the 2012 Academic Emergency Medicine (AEM) consensus conference, “Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success,” a breakout session was convened to develop training recommendations for postgraduate fellowship programs in medical education scholarship that would enable residency graduates to join academic faculties armed with the skills needed to perform research in medical education. Additionally, these graduates would enjoy the benefits of established mentorships. A group of 23 medical education experts collaborated to address the following objectives: 1) construct a formal needs assessment for fellowship training in medical education scholarship in emergency medicine (EM), 2) compare and contrast current education scholarship programs in both EM and non-EM specialties, and 3) develop a set of core curriculum guidelines for specialized fellowship training in medical education scholarship in EM. Fellowship-trained faculty need to be proficient in learner instruction and assessment, organizational leadership, curriculum development, educational methodology, and conducting generalizable hypothesis-driven research to improve patient care.

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