Evidence map›Paper›PMID 34721800›Full record

ArticleJournal of graduate medical education2021

Development, Implementation, and Evaluation of an Open Access, Level-Specific, Core Content Curriculum for Emergency Medicine Residents.

Kristen Grabow Moore, Andrew Ketterer, Natasha Wheaton, Paul Logan Weygandt, Holly A Caretta-Weyer, Jeremy Berberian, Jaime Jordan

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of graduate medical education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.

0numbers the graph read from it
0cells of the map it votes in
11citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

11 citing papers in PubMed.

  1. An Active-Learning Resuscitation Leadership Curriculum for Emergency Medicine Residents.MedEdPORTAL : the journal of teaching and learning resources · 2026
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Kristen Grabow Mooreis Assistant Professor, Department of Emergency Medicine, Emory University.
Andrew Kettereris Clinical Instructor and Assistant Residency Program Director, Department of Emergency Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School.
Natasha Wheatonis Associate Clinical Professor, Associate Program Director, and Medical Student Clerkship Director, Department of Emergency Medicine, David Geffen School of Medicine at University of California, Los Angeles (UCLA).
Paul Logan Weygandtis Assistant Professor, Department of Emergency Medicine, Johns Hopkins University School of Medicine.
Holly A Caretta-Weyeris Assistant Professor and Associate Residency Program Director, Department of Emergency Medicine, Stanford University School of Medicine.
Jeremy Berberianis Assistant Professor, Department of Emergency Medicine, Christiana Care Health System.
Jaime Jordanis Associate Professor of Clinical Emergency Medicine, Associate Program Director, and Vice Chair, Acute Care College, Department of Emergency Medicine, David Geffen School of Medicine at UCLA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundLeaders in graduate medical education must provide robust clinical and didactic experiences to prepare residents for independent practice. Programs traditionally create didactic experiences individually, requiring tremendous resources with variable content exposure and quality.

objectiveWe sought to create and implement a free, open access, learner-centric, level-specific, emergency medicine (EM) residency curriculum.

methodsWe developed Foundations of Emergency Medicine (FoEM) Foundations I and II courses using Kern's model of curriculum development. Fundamental topics were identified through content guidelines from the American Board of Emergency Medicine. We incorporated learner-centric strategies into 2 flipped classroom, case-based courses targeting postgraduate year (PGY) 1 and PGY-2 residents. The curriculum was made freely available online in 2016. Faculty and resident users were surveyed annually for feedback, which informed iterative refinement of the curriculum.

resultsBetween 2016 and 2020, registration for FoEM expanded from 2 sites with 36 learners to 154 sites and 4453 learners. In 2019, 98 of 102 (96%) site leaders and 1618 of 2996 (54%) learners completed the evaluative survey. One hundred percent of responding leaders and 93% of learners were "satisfied" or "very satisfied" with FoEM content. Faculty and residents valued FoEM's usability, large volume of content, quality, adaptability, organization, resident-faculty interaction, and resident-as-teacher opportunities. Challenges to implementation included resident attendance, conference structure, technology limitations, and faculty engagement.

conclusionsWe developed and implemented a learner-centric, level-specific, national EM curriculum that has been widely adopted in the United States.

Indexed as

Emergency MedicineInternship and ResidencyAccess to InformationCurriculumEducation, Medical, GraduateHumansUnited States

Identifiers

PMID34721800
PMCPMC8527934

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.