Ethics curriculum for emergency medicine graduate medical education

Background

Ethics education is an essential component of graduate medical education in emergency medicine. A sound understanding of principles of bioethics and a rational approach to ethical decision-making are imperative.

Objective

This article addresses ethics curriculum content, educational approaches, educational resources, and resident feedback and evaluation.

Discussion

Ethics curriculum content should include elements suggested by the Liaison Committee on Medical Education, Accreditation Council for Graduate Medical Education, and the Model of the Clinical Practice of Emergency Medicine. Essential ethics content includes ethical principles, the physician-patient relationship, patient autonomy, clinical issues, end-of-life decisions, justice, education in emergency medicine, research ethics, and professionalism.

Conclusion

The appropriate curriculum in ethics education in emergency medicine should include some of the content and educational approaches outlined in this article, although the optimal methods for meeting these educational goals may vary by institution.     

Integrating physical medicine and rehabilitation into the curriculum of Iranian medical students

Purpose. To evaluate the attitude of interns toward Physical Medicine and Rehabilitation (PM&R) and design a PM&R curriculum for medical students with continued medical education programmes and workshops based on the needs and interest of Iranian medical community.

Method. Eighty questionnaires were distributed to the medical interns on the last day after attendance in the PM&R ward after participating in a one-month outpatient and inpatient course including 12 lectures.

Results. Out of 80 participants, 34 (42.5%) were female and 46 (57.5%) were male. All the participants believed

participating in a rehabilitation course was necessary; 52 (65%) believed that participating in a separate course of PM&R was necessary, and 28 (35%) believed that rehabilitation of each field of medicine should be presented in its course. A significant percentage (31.4%) of the participants were interested in continuing their education in PM&R specialty.

Conclusion. The enthusiasm of the medical students towards PM&R is a promising sign toward progress of PM&R in Iran which must be directed through a strong effort of physiatrists through setting up appropriate educational programmes for medical students and continued medical education programme s in the universities.     

Integrating physical medicine and rehabilitation into the curriculum of Iranian medical students

Purpose. To evaluate the attitude of interns toward Physical Medicine and Rehabilitation (PM&R) and design a PM&R curriculum for medical students with continued medical education programmes and workshops based on the needs and interest of Iranian medical community.

Method. Eighty questionnaires were distributed to the medical interns on the last day after attendance in the PM&R ward after participating in a one-month outpatient and inpatient course including 12 lectures.

Results. Out of 80 participants, 34 (42.5%) were female and 46 (57.5%) were male. All the participants believed participating in a rehabilitation course was necessary; 52 (65%) believed that participating in a separate course of PM&R was necessary, and 28 (35%) believed that rehabilitation of each field of medicine should be presented in its course. A significant percentage (31.4%) of the participants were interested in continuing their education in PM&R specialty.

Conclusion. The enthusiasm of the medical students towards PM&R is a promising sign toward progress of PM&R in Iran which must be directed through a strong effort of physiatrists through setting up appropriate educational programmes for medical students and continued medical education programme s in the universities.     

Developing a third-year emergency medicine medical student curriculum: a syllabus of content

Emergency medicine (EM) educators have published several curricular guides designed for medical student rotations and experiences. These guides primarily provided brief overviews of opportunities to incorporate EM into all 4 years of the medical student curriculum, with one specific to the fourth year. However, there are no published guidelines specific to third-year medical students rotating in EM. Given the differences between third-year and fourth-year students in terms of clinical experience, knowledge, and skills, the Clerkship Directors in Emergency Medicine (CDEM) established the Third-year EM Medical Student Curriculum Work Group to create a third-year curriculum. The work group began this process by developing consensus-based recommendations for the content of a third-year medical student EM rotation, which are presented in this syllabus.     

The emergency medicine rotation: a unique experience for medical students

The objective of this study was to determine if an Emergency Medicine (EM) rotation for medical students offers a unique educational opportunity, and to document those experiences. Thirty-three medical students at one teaching hospital recorded in a computer database information about their patient encounters during EM and Internal Medicine (IM) rotations. Data collected included the types of patients seen, the level of participation in patient care and decision making, and procedures performed. A total of 2740 patient encounters were recorded, 1564 EM and 1176 IM. Students on EM rotations were more likely than students on IM rotations to be involved in the initial evaluation (93.1% vs. 47.0%, respectively), diagnosis (93.5% vs. 44.7%, respectively), and decision making (93.3% vs. 43.5%, respectively); they were also more likely to perform procedures (31.7% vs. 8.5%, respectively). There were significant differences in the patient populations and disease processes encountered on the two rotations as well.     

Integration of physical medicine and rehabilitation into a medical school curriculum: musculoskeletal evaluation and rehabilitation

The issue of increasing awareness of the specialty of physical medicine and rehabilitation is a primary concern of physiatrists in both teaching hospitals and private practice. Over the years, exposure to this specialty in medical schools has decreased, although there is simultaneously an increasing awareness of the importance of providing adequate musculoskeletal education for medical students. The authors describe one institution's success at integrating musculoskeletal medicine education, along with exposure to patients with chronic disease and disability. Curriculum content and a unique musculoskeletal skills acquisition test are discussed. Increased exposure to the specialty of physical medicine and rehabilitation in medical school can introduce numerous benefits for both the specialty and musculoskeletal education as a whole.     

Ultrasound of scrotal and penile emergency: how,why and when

High-resolution ultrasound is the most common imaging technique used to supplement the physical examination of scrotum and penis with great accuracy in assisting the diagnosis of the various pathologies of male genital system, with the highest diagnostic potential in emergency conditions. Technical advancements in real-time high-resolution, color flow Doppler sonography and contrast enhanced ultrasonography (CEUS) have led to an increase in the clinical applications of scrotal and penile sonography. In this pictorial review we focus on common and uncommon male genitalia emergency with special emphasis on the role of ultrasound assessment and its specific findings to improve diagnostic accuracy.Electronic supplementary materialThe online version of this article (10.1007/s40477-020-00500-8) contains supplementary material, which is available to authorized users.     

Integration of emergency medicine into the undergraduate medical curriculum at the Christchurch School of Medicine

Emergency medicine has been integrated into the undergraduate curriculum of the Christchurch School of Medicine. Vertical integration has been achieved by consideration of the five stages of medical education, with the undergraduate emergency medicine contributions coming in the junior clinical student and senior clinical student stages. Horizontal integration has been achieved by defining the complete emergency medicine undergraduate curriculum and identifying those parts not adequately covered elsewhere. This paper describes how this process was achieved at the Christchurch School of Medicine.     

Integrating an end-of-life curriculum into the internal medicine clerkship

OBJECTIVE: To integrate an end-of-life curriculum into the third-year internal medicine clerkship via communication skills training with standardized patients and a community hospice experience. DESCRIPTION: Clerkship directors identified a lack of exposure to end-of-life issues and hospice care as gaps in our third-year medical student curriculum. This curriculum was implemented to address these deficiencies.