Core Curricular Elements for Fellowship Training in International Emergency Medicine

• Published in: Academic emergency medicine 2010-07, Vol.17 (7), p.748-757
• Main Authors: Bayram, Jamil, Rosborough, Stephanie, Bartels, Susan, Lis, Julian, VanRooyen, Michael J., Bobby Kapur, G., Anderson, Philip D.
• Format: Article
• Language: English
• Subjects: Curricula; Curriculum; Curriculum development; Education, Medical, Graduate - organization & administration; Emergency medical care; emergency medicine; Emergency Medicine - education; fellowship; Fellowships and Scholarships; Humans; international; International Educational Exchange; Physicians; public health; Studies; Training; United States
• ISSN: 1069-6563; 1553-2712
• DOI: 10.1111/j.1553-2712.2010.00795.x

ACADEMIC EMERGENCY MEDICINE 2010; 17:748–757 © 2010 by the Society for Academic Emergency Medicine Objectives:  The objective was to describe the common educational goals, curricular elements, and methods of evaluation used in international emergency medicine (IEM) fellowship training programs currently. IEM fellowship programs have been developed to provide formal training for emergency physicians (EPs) interested in pursuing careers in IEM. Those fellowships are variable in scope, objectives, and duration. Previously published articles have suggested a general curriculum structure for IEM fellowships. Methods:  A search of MEDLINE, EMBASE, and CINAHL databases from 1950 to June 2008 was performed, combining the terms international, emergency medicine, and fellowship. Online curricula and descriptive materials from IEM fellowships listed by the Society for Academic Emergency Medicine (SAEM) were reviewed. Knowledge and skill areas common to multiple programs were organized in discrete categories. IEM fellowship directors were contacted for input and feedback. Results:  Eight articles on IEM fellowships were identified. Two articles described a general structure for fellowship curriculum. Sixteen of 20 IEM fellowship programs had descriptive materials posted online. These information sources, plus input from seven fellowship program directors, yielded the following seven discrete knowledge and skill areas: 1) emergency medicine systems development, 2) humanitarian relief, 3) disaster management, 4) public health, 5) travel and field medicine, 6) program administration, and 7) academic skills. Conclusions:  While IEM fellowships vary with regard to objectives and structure, this article presents an overview of the current focus of IEM fellowship training curricula that could serve as a resource for IEM curriculum development at individual institutions.