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CAEP 2016 Academic Symposium on Education Scholarship: Training our Future Clinician Educators in Emergency Medicine

  • Robert A. Woods (a1), Jennifer D. Artz (a2), Benoit Carrière (a3), Simon Field (a4), James Huffman (a5), Sandy L. Dong (a6), Farhan Bhanji (a7), Stella Yiu (a8), Sheila Smith (a9), Rose Mengual (a10), Chris Hicks (a11) and Jason Frank (a8)...

Abstract

Objective

To develop consensus recommendations for training future clinician educators (CEs) in emergency medicine (EM).

Methods

A panel of EM education leaders was assembled from across Canada and met regularly by teleconference over the course of 1 year. Recommendations for CE training were drafted based on the panel’s experience, a literature review, and a survey of current and past EM education leaders in Canada. Feedback was sought from attendees at the Canadian Association of Emergency Physicians (CAEP) annual academic symposium. Recommendations were distributed to the society’s Academic Section for further feedback and updated by a consensus of the expert panel.

Results

Recommendations were categorized for one of three audiences: 1) Future CEs; 2) Academic departments and divisions (AD&D) that support training to fulfill their education leadership goals; and 3) The CAEP Academic Section. Advanced medical education training is recommended for any emergency physician or resident who pursues an education leadership role. Individuals should seek out mentorship in making decisions about career opportunities and training options. AD&D should regularly perform a needs assessment of their future CE needs and identify and encourage potential individuals who fulfill education leadership roles. AD&D should develop training opportunities at their institution, provide support to complete this training, and advocate for the recognition of education scholarship in their institutional promotions process. The CAEP Academic Section should support mentorship of future CEs on a national scale.

Conclusion

These recommendations serve as a framework for training and supporting the next generation of Canadian EM medical educators.

Objectif

Le projet visait à élaborer des recommandations consensuelles sur la formation des futurs médecins enseignants (ME) en médecine d’urgence (MU).

Méthode

Un groupe de meneurs en enseignement de la MU provenant de toutes les régions du Canada a été formé et s’est réuni régulièrement par téléconférence sur une période d’un an. Les recommandations concernant la formation des ME reposaient sur l’expérience du groupe, un examen de la documentation scientifique et une enquête menée parmi les meneurs présents et passés en matière d’enseignement de la MU, au Canada. Les participants au Symposium sur les affaires universitaires de l’Association canadienne des médecins d’urgence (ACMU), qui se tient chaque année, ont eu l’occasion de donner de la rétroaction. Les recommandations ont aussi été transmises à la section des affaires universitaires de l’Association pour rétroaction, puis celles-ci ont été mises à jour par voie de consensus, par un groupe d’experts.

Résultats

Les recommandations ont été divisées en catégories selon l’un des trois groupes suivants : 1) les futurs ME; 2) les départements et divisions universitaires (DDU) qui soutiennent la formation afin de poursuivre leurs buts de chefs de file en enseignement; 3) la section des affaires universitaires de l’ACMU. Une formation spécialisée en enseignement de la médecine est recommandée pour tout médecin d’urgence ou tout résident désireux de jouer un rôle de meneur en enseignement. Les personnes intéressées devraient s’adresser à des mentors pour les éclairer dans leurs prises de décision concernant les perspectives de carrière et les possibilités de formation. Quant aux DDU, ils devraient procéder régulièrement à une évaluation de leurs besoins en futurs ME, et repérer des personnes susceptibles de faire de bons ME et les encourager à jouer pleinement leur rôle de meneur en enseignement. De plus, les DDU devraient offrir des possibilités de formation dans leur établissement, fournir du soutien pour compléter la formation et promouvoir la reconnaissance des travaux scientifiques en enseignement dans le processus de promotion de leur établissement. Enfin, la section des affaires universitaires de l’ACMU devrait soutenir le mentorat des futurs ME, à l’échelle nationale.

Conclusions

Ces recommandations servent de cadre pour la formation de la future génération de médecins enseignants en MU au Canada, et pour le soutien à lui accorder.

Copyright

Corresponding author

Correspondence to: Robert A. Woods, Room 2689, Royal University Hospital, Saskatoon, SK S7N0W8; Email: rob.woods@usask.ca

References

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