A Needs Assessment for a Longitudinal Emergency Medicine Intern Curriculum

• Main Authors: Shappell, Eric, Ahn, James
• Format: Article
• Language: English
• Published: eScholarship Publishing, University of California 2017-01-01
• Series: Western Journal of Emergency Medicine
• Subjects: Intern Curriculum; Needs Assessment; Asynchronous Learning; Flipped Classroom
• Online Access: http://escholarship.org/uc/item/3ck2w0n1#page-1

A key task of emergency medicine (EM) training programs is to develop a consistent knowledge of core content in recruits with heterogeneous training backgrounds. The traditional model for delivering core content is lecture-based weekly conference; however, a growing body of literature finds this format less effective and less appealing than alternatives. We sought to address this challenge by conducting a needs assessment for a longitudinal intern curriculum for millennial learners. We surveyed all residents from the six EM programs in the greater Chicago area regarding the concept, format, and scope of a longitudinal intern curriculum. We received 153 responses from the 300 residents surveyed (51% response rate). The majority of respondents (80%; 82% of interns) agreed or strongly agreed that a dedicated intern curriculum would add value to residency education. The most positively rated teaching method was simulation sessions (91% positive responses), followed by dedicated weekly conference time (75% positive responses) and dedicated asynchronous resources (71% positive responses). Less than half of respondents (47%; 26% of interns) supported use of textbook readings in the curriculum. There is strong learner interest in a longitudinal intern curriculum. This needs assessment can serve to inform the development of a universal intern curriculum targeting the millennial generation. [West J Emerg Med. 2017;18(1)31-34.]