TY - JOUR
T1 - Emergency medicine clerkship curriculum in a high-income developing country
T2 - methods for development and application
AU - Cevik, Arif Alper
AU - Cakal, Elif Dilek
AU - Abu-Zidan, Fikri M.
N1 - Publisher Copyright:
© 2018, The Author(s).
PY - 2018/12/1
Y1 - 2018/12/1
N2 - Background: The published recommendations for international emergency medicine curricula cover the content, but exclude teaching and learning methods, assessment, and evaluation. We aim to provide an overview on available emergency medicine clerkship curricula and report the development and application experience of our own curriculum. Methods: Our curriculum is an outcome-based education, enriched by e-learning and various up-to-date pedagogic principles. Results: Teaching and learning methods, assessment, and evaluation are described. The theory behind our practice in the light of recent literature is discussed aiming to help other colleagues from developing countries to have a clear map for developing and tailoring their own curricula depending on their needs. The details of our emergency medicine clerkship will serve as an example for developing and developed countries having immature undergraduate emergency medicine clerkship curricula. However, these recommendations will differ in various settings depending on available resources. Conclusions: The main concept of curriculum development is to create a curriculum having learning outcomes and content relevant to the local context, and then align the teaching and learning activities, assessments, and evaluations to be in harmony. This may assure favorable educational outcome even in resource limited settings.
AB - Background: The published recommendations for international emergency medicine curricula cover the content, but exclude teaching and learning methods, assessment, and evaluation. We aim to provide an overview on available emergency medicine clerkship curricula and report the development and application experience of our own curriculum. Methods: Our curriculum is an outcome-based education, enriched by e-learning and various up-to-date pedagogic principles. Results: Teaching and learning methods, assessment, and evaluation are described. The theory behind our practice in the light of recent literature is discussed aiming to help other colleagues from developing countries to have a clear map for developing and tailoring their own curricula depending on their needs. The details of our emergency medicine clerkship will serve as an example for developing and developed countries having immature undergraduate emergency medicine clerkship curricula. However, these recommendations will differ in various settings depending on available resources. Conclusions: The main concept of curriculum development is to create a curriculum having learning outcomes and content relevant to the local context, and then align the teaching and learning activities, assessments, and evaluations to be in harmony. This may assure favorable educational outcome even in resource limited settings.
KW - Curriculum
KW - Emergency medicine
KW - Undergraduate
UR - http://www.scopus.com/inward/record.url?scp=85048307985&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85048307985&partnerID=8YFLogxK
U2 - 10.1186/s12245-018-0190-y
DO - 10.1186/s12245-018-0190-y
M3 - Article
AN - SCOPUS:85048307985
SN - 1865-1372
VL - 11
JO - International Journal of Emergency Medicine
JF - International Journal of Emergency Medicine
IS - 1
M1 - 31
ER -