Accelerated Path to Mastery
Our philosophy of education stems from years of training successful Emergency Medicine physicians. We combined the educational philosophy of a 4 year program with the efficiency of a 3 year program
The Goal: To augment the clinical exposure and case teaching to make residents excellent clinicians. No matter what practitioners decide ultimately to do with their career, they should start and remain skilful caring clinicians.
The Concept: In a three year residency we should cover the breadth of emergency medicine as defined in the Model of Emergency Medicine Practice 3 times. Each time it is covered the residents will be taught to look at the material in a different way.
1st year: “Basic Reflexes” The focus of this year is to get a basic understanding of the field and of the common diagnosis. As important is developing the reflexes to care for common patient presentations and situations most often encountered in an active ED. Reflexes like “What do I do when my patient becomes hypertensive or seizes” are taught and practiced. To begin this process there is a month long orientation which is heavy weighted toward simulation and small group learning as well as procedure labs.
2nd year: “Deductive reasoning” This year is the second time through the material and residents are encouraged to deepen their knowledge, expand their differential and start to consider more esoteric medical conditions. The first month of the year centers on critical reasoning, mistake avoidance and thought process.
3rd year: “Teaching and Mastery” As the residents take on the clinical teaching roles and are caring for the sickest patients in our department the residents are encouraged to organize their knowledge and thought process. It also allows for residents to self identify areas where they are not as strong and fill in these gaps. The first month of this year has a “Teach the teacher” curriculum to help residents take on these new roles.
Resources: In order to accomplish these goals the resources which will be used include:
- Experienced teaching faculty with the clinical experience and continued curiosity to be teaching residents. Our faculty have been teaching residents in all of our emergency departments during busy and slow shifts, during disasters and snowstorms. We have worked with every type of adult learner and with all skill levels. We are out in the ED daily and we love our jobs.
- A well thought out curriculum with accessible leaders/lecturers who can answer question both discerning and hypothetical. An involved faculty that brings their interests and experiences with them, present and participating in lectures.
- A varied teaching environment that includes all learning settings, types of lectures and engagement. Lectures aimed at capturing the interests of adult learners and giving accurate well organized information. To include:
- Simulation 8) Grand rounds speakers
- Web 2.0 9) All New York Conferences
- Small groups 10) Case based learning
- Procedure labs 11) Oral board Prep
- Online learning 12) OSCE
- Question based learning 13 )Panel Discussions
- Inverted classroom 14) Team based learning
- The Sim center/ bioskill lab and CLI (please ask about them)
- Residents should be given choices as to what lecture and format they would benefit from most. Some residents would benefit from the basics of a topic given in a lecture hall format while others would prefer to participate in a cased based discussion on the fine points of the same material. One of the advantages of having a large faculty of which many are responsible for resident education is the ability to run educational activities in parallel.
- Access to national conferences.
- A library and online resources available to stimulate all the adult learners and their varied learning styles.
There is a lot to learn during your residency and we are set up to teach it to you!