Evaluating Educational Interventions in Emergency Medicine

被引：14

作者：

Deiorio, Nicole M. ^{[1
]}

Fitch, Michael T. ^{[2
]}

Jung, Julianna ^{[3
]}

Promes, Susan B. ^{[4
]}

Thibodeau, Lorraine G. ^{[5
]}

Woolley, Wendy L. ^{[5
]}

Gisondi, Michael A. ^{[6
]}

Gruppen, Larry D. ^{[7
]}

机构：

[1] Oregon Hlth & Sci Univ, Dept Emergency Med, Portland, OR 97201 USA

[2] Wake Forest Univ, Dept Emergency Med, Salem, NC USA

[3] Johns Hopkins Univ, Dept Emergency Med, Baltimore, MD USA

[4] Univ Calif San Francisco, Dept Emergency Med, San Francisco, CA 94143 USA

[5] Albany Med Coll, Dept Emergency Med, Albany, NY 12208 USA

[6] Northwestern Univ, Dept Emergency Med, Chicago, IL 60611 USA

[7] Univ Michigan, Dept Med Educ, Ann Arbor, MI 48109 USA

来源：

ACADEMIC EMERGENCY MEDICINE | 2012年 / 19卷 / 12期

关键词：

STANDARDIZED-PATIENT INTERACTION; CAMBRIDGE INTEGRATED CLERKSHIP; SIMULATION-BASED EDUCATION; VENOUS CATHETER INSERTION; DELIBERATE PRACTICE; DIDACTIC LECTURE; LEARNING CURRICULA; CRISIS MANAGEMENT; SHOULDER DYSTOCIA; RANDOMIZED-TRIAL;

D O I：

10.1111/acem.12022

中图分类号：

R4 [临床医学];

学科分类号：

1002 ; 100602 ;

摘要：

This article presents the proceedings of the 2012 Academic Emergency Medicine consensus conference breakout group charged with identifying areas necessary for future research regarding effectiveness of educational interventions for teaching emergency medicine (EM) knowledge, skills, and attitudes outside of the clinical setting. The objective was to summarize both medical and nonmedical education literature and report the consensus formation methods and results. The authors present final statements to guide future research aimed at evaluating the best methods for understanding and developing successful EM curricula using all types of educational interventions.

引用

页码：1442 / 1453

页数：12

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