A Needs Assessment for a Longitudinal Emergency Medicine Intern Curriculum
Abstract
Introduction
A key task of emergency medicine (EM) training programs is to develop a consistent knowledge of core content in recruits with heterogeneous training backgrounds. The traditional model for delivering core content is lecture-based weekly conference, however a growing body of literature finds this format less effective and less appealing than alternatives. We sought to address this challenge by conducting a needs assessment for a novel longitudinal intern curriculum for millennial learners.
Methods
We surveyed all residents from the six emergency medicine programs in the Chicago area regarding the concept, format, and scope of a longitudinal intern curriculum. Results were analyzed both in total and by a subgroup of interns.
Results
We received 153 responses from the 300 residents surveyed (51% response rate). The majority of residents (80%, interns: 82%) agreed or strongly agreed that a dedicated intern curriculum would add value to residency education. The most positively rated teaching method was simulation sessions (91%, interns: 91%) followed by dedicated weekly conference time (75%, interns: 84%) and dedicated asynchronous resources (71%, interns: 69%). Less than half of residents (47%, interns: 26%) supported use of textbook readings in the curriculum.
Conclusion
There is strong learner interest in a longitudinal intern curriculum. This needs assessment can serve to inform the development of a universal intern curriculum targeting the millennial generation.