Lee Carol, Uijtdehaage Sebastian, Coates Wendy C
Department of Emergency Medicine, Harbor-UCLA Medical Center, Torrance, California, USA.
J Emerg Med. 2011 Feb;40(2):218-24. doi: 10.1016/j.jemermed.2009.10.025. Epub 2010 Feb 1.
Medical students and Emergency medicine (EM) faculty may have differing opinions on the ideal curriculum during the preclinical years.
To assess the perceived needs of preclinical medical students exploring EM and compare them with those of EM faculty regarding appropriate educational interventions.
A survey instrument listing 15 workshops related to EM was administered to preclinical medical students in our Emergency Medicine Interest Group (EMIG), and to EM faculty. Respondents graded the perceived utility of each workshop offered at our medical school and those identified via a web search for EMIG. No recommendations for EMIG curriculum were identified through PubMed. Fisher's exact tests were computed using SPSS (SPSS Inc., Chicago, IL) with α = 0.05.
There were 48 medical students and 15 faculty members who completed the survey. Students strongly desired workshops in suturing (48/48; 100%), splinting (47/48; 97.9%), and basic electrocardiogram (ECG) interpretation (47/48; 97.9%). Least desired topics were history of EM (16/48; 33.3%), getting involved in EM organizations (20/48; 41.7%), and wellness (21/48; 43.8%). Women chose the domestic violence workshop more than men (p = 0.036). Faculty strongly supported workshops in conducting focused history and physical examination (14/15; 93.3%), the specialty of EM (14/15; 93.3%), and basic ECG interpretation (12/15; 80.0%). The lowest rated faculty preferences were ultrasound (5/15; 33.3%), history of EM (7/15; 46.7%), and emergency radiology (7/15; 46.7%).
Preclinical students and faculty opinions of important educational workshops differed. Faculty favored the approach to the undifferentiated patient and an introduction to the specialty, whereas students preferred hands-on workshops. Both groups agreed that basic ECG interpretation was useful. These data may be useful for designing an educational program that is interesting to preclinical students while still meeting the needs as perceived by medical student educators.
医学生和急诊医学（EM）教员对于临床前几年的理想课程设置可能有不同看法。
评估探索急诊医学的临床前医学生的感知需求，并将其与急诊医学教员在适当教育干预方面的需求进行比较。
向我们急诊医学兴趣小组（EMIG）的临床前医学生以及急诊医学教员发放了一份列出15个与急诊医学相关工作坊的调查问卷。受访者对我校提供的以及通过网络搜索为EMIG确定的每个工作坊的感知效用进行评分。通过PubMed未找到关于EMIG课程设置的建议。使用SPSS（SPSS公司，伊利诺伊州芝加哥）进行Fisher精确检验，α = 0.05。
48名医学生和15名教员完成了调查。学生强烈希望开设缝合（48/48；100%）、夹板固定（47/48；97.9%）和基本心电图（ECG）解读（47/48；97.9%）方面的工作坊。最不希望开设的主题是急诊医学史（16/48；33.3%）、参与急诊医学组织（20/48；41.7%）和健康（21/48；43.8%）。女性选择家庭暴力工作坊的人数多于男性（p = 0.036）。教员强烈支持开设重点病史和体格检查（14/15；93.3%）、急诊医学专业（14/15；93.3%）和基本心电图解读（12/15；80.0%）方面的工作坊。教员评分最低的偏好是超声（5/15；33.3%）、急诊医学史（7/15；46.7%）和急诊放射学（7/15；46.7%）。
临床前学生和教员对重要教育工作坊的看法存在差异。教员倾向于针对未分化患者的方法以及专业介绍，而学生更喜欢实践操作工作坊。两组都认为基本心电图解读很有用。这些数据可能有助于设计一个对临床前学生有吸引力同时仍能满足医学生教育工作者所感知需求的教育项目。
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