IFEM model curriculum: emergency medicine learning outcomes for undergraduate medical education

Abstract Background The International Federation for Emergency Medicine (IFEM) published its model curriculum for medical student education in emergency medicine in 2009. Because of the evolving principles of emergency medicine and medical education, driven by societal, professional, and educational developments, there was a need for an update on IFEM recommendations. The main objective of the update process was creating Intended Learning Outcomes (ILOs) and providing tier-based recommendations. Method A consensus methodology combining nominal group and modified Delphi methods was used. The nominal group had 15 members representing eight countries in six regions. The process began with a review of the 2009 curriculum by IFEM Core Curriculum and Education Committee (CCEC) members, followed by a three-phase update process involving survey creation [The final survey document included 55 items in 4 sections, namely, participant & context information (16 items), intended learning outcomes (6 items), principles unique to emergency medicine (20 items), and content unique to emergency medicine (13 items)], participant selection from IFEM member countries and survey implementation, and data analysis to create the recommendations. Results Out of 112 invitees (CCEC members and IFEM member country nominees), 57 (50.9%) participants from 27 countries participated. Eighteen (31.6%) participants were from LMICs, while 39 (68.4%) were from HICs. Forty-four (77.2%) participants have been involved with medical students’ emergency medicine training for more than five years in their careers, and 56 (98.2%) have been involved with medical students’ training in the last five years. Thirty-five (61.4%) participants have completed a form of training in medical education. The exercise resulted in the formulation of tiered ILO recommendations. Tier 1 ILOs are recommended for all medical schools, Tier 2 ILOs are recommended for medical schools based on perceived local healthcare system needs and/or adequate resources, and Tier 3 ILOs should be considered for medical schools based on perceived local healthcare system needs and/or adequate resources. Conclusion The updated IFEM ILO recommendations are designed to be applicable across diverse educational and healthcare settings. These recommendations aim to provide a clear framework for medical schools to prepare graduates with essential emergency care capabilities immediately after completing medical school. The successful distribution and implementation of these recommendations hinge on support from faculty and administrators, ensuring that future healthcare professionals are well-prepared for emergency medical care.

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Journal
International Journal of Emergency Medicine
Published
2024-08-05
DOI
https://doi.org/10.1186/s12245-024-00671-9
Primary Topic
Innovations in Medical Education
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article
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article

IFEM model curriculum: emergency medicine learning outcomes for undergraduate medical education

Péter Vass, Syed Ghazanfar Saleem, Sam Thenabadu, Mohan Kamalanathan et al.
International Journal of Emergency Medicine
Innovations in Medical Education
article

IFEM model curriculum: emergency medicine learning outcomes for undergraduate medical education

Péter Vass, Syed Ghazanfar Saleem, Sam Thenabadu, Mohan Kamalanathan, Andrew C. Singer, James Ducharme, Saleem Varachhia, Victor Lee, Pariwat Phungoen, Abraham Ka Chung Wai, Peter Cameron, Aus N. Jamil, Carlos E. Vallejo-Bocanumen, Cherri Hobgood, Elif Dilek Cakal, Juliusz Jakubaszko, Lisa Kurland, Nicholas Jourıles, Sofía Basauri, Craig Beringer, Sithembile Mtombeni, Amber Marie Hathcock, Terrence Mullıgan, Sean M Kivlehan, J. A. Kaplan, Pauline Convocar, Frida Meyer, V. Anantharaman, Vincent Ndebwanimana, Bret A. Nicks, Janet Lin, Erin L. Simon, Chih‐Hsien Chi, Faith Joan Gaerlan, Rahim Valani, Amal Al-Mandhari, Philipp Martin, Zsolt Kozma, Arif Alper Çevik, Cem Oktay, Kuldeep Kaur, James Kwan, Conor Deasy, Jesús Daniel López Tapia, David Peng, Valerie F. Krym, Doris Uwamahoro, Matthew Chu, Aisha Hamed Al Khamisi, Sameer Thapa, Simon N. Chu, David E. Manthey, Abdullah Abdulkhaliq Qazzaz, Borwon Wittayachamanakul, Dorota Rutkowska, Keamogetswe Molokoane, Miklos Szedlak, Oscar Navea, Ruth Hew Li-Shan, Sabrina Berdouk, Wee Choon Peng Jeremy, RAFAEL VITÓRIO DOS SANTOS, Immad S. Qureshi, Lars P. Bjoernsen, Mohamed Alwi Abdul Rahman, Edgardo Menendez
article en

Abstract

Abstract Background The International Federation for Emergency Medicine (IFEM) published its model curriculum for medical student education in emergency medicine in 2009. Because of the evolving principles of emergency medicine and medical education, driven by societal, professional, and educational developments, there was a need for an update on IFEM recommendations. The main objective of the update process was creating Intended Learning Outcomes (ILOs) and providing tier-based recommendations. Method A consensus methodology combining nominal group and modified Delphi methods was used. The nominal group had 15 members representing eight countries in six regions. The process began with a review of the 2009 curriculum by IFEM Core Curriculum and Education Committee (CCEC) members, followed by a three-phase update process involving survey creation [The final survey document included 55 items in 4 sections, namely, participant & context information (16 items), intended learning outcomes (6 items), principles unique to emergency medicine (20 items), and content unique to emergency medicine (13 items)], participant selection from IFEM member countries and survey implementation, and data analysis to create the recommendations. Results Out of 112 invitees (CCEC members and IFEM member country nominees), 57 (50.9%) participants from 27 countries participated. Eighteen (31.6%) participants were from LMICs, while 39 (68.4%) were from HICs. Forty-four (77.2%) participants have been involved with medical students’ emergency medicine training for more than five years in their careers, and 56 (98.2%) have been involved with medical students’ training in the last five years. Thirty-five (61.4%) participants have completed a form of training in medical education. The exercise resulted in the formulation of tiered ILO recommendations. Tier 1 ILOs are recommended for all medical schools, Tier 2 ILOs are recommended for medical schools based on perceived local healthcare system needs and/or adequate resources, and Tier 3 ILOs should be considered for medical schools based on perceived local healthcare system needs and/or adequate resources. Conclusion The updated IFEM ILO recommendations are designed to be applicable across diverse educational and healthcare settings. These recommendations aim to provide a clear framework for medical schools to prepare graduates with essential emergency care capabilities immediately after completing medical school. The successful distribution and implementation of these recommendations hinge on support from faculty and administrators, ensuring that future healthcare professionals are well-prepared for emergency medical care.

International Journal of Emergency MedicineVol. 17(1)
University of North Carolina at Chapel Hill (US), Australian National University (AU), University of Maryland, Baltimore (US), National University of Singapore (SG), Chinese University of Hong Kong (HK), United Arab Emirates University (AE), University of Namibia (NA), Singapore General Hospital (SG), Leicester Royal Infirmary (GB), Australian Government (AU), Lyell McEwin Hospital (AU), The Alfred Hospital (AU), Tan Tock Seng Hospital (SG), University Hospitals of Leicester NHS Trust (GB), Department of Health and Aged Care (AU), Wroclaw Medical University (PL), Tawam Hospital (AE), Wake Forest University (US), Monash University (AU), The University of Adelaide (AU), University of Hong Kong (HK), Northeast Ohio Medical University (US), McMaster University (CA)
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