Robert A Woods1, Jennifer D Artz2, Benoit Carrière3, Simon Field4, James Huffman5, Sandy L Dong6, Farhan Bhanji7, Stella Yiu8, Sheila Smith9, Rose Mengual10, Chris Hicks10, Jason Frank8. 1. *Department of Emergency Medicine,University of Saskatchewan,Saskatoon,SK. 2. ‡Canadian Association of Emergency Physicians,Ottawa,ON. 3. §Department of Pediatrics,Université de Montréal,Montreal,QC. 4. ¶Department of Emergency Medicine,Dalhousie University,Halifax,NS. 5. **Department of Emergency Medicine,University of Calgary,Calgary,AB. 6. ††Department of Emergency Medicine,University of Alberta,Edmonton,AB. 7. ‡‡Department of Pediatrics,McGill University,Montreal,QC. 8. §§Department of Emergency Medicine,University of Ottawa,Ottawa,ON. 9. †Department of Academic Family Medicine,University of Saskatchewan,Saskatoon,SK. 10. ¶¶Division of Emergency Medicine,Department of Medicine,University of Toronto,Toronto,ON.
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.
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.
Entities:
Keywords:
Masters in medical education; clinician educator; emergency medicine; faculty development; medical education; training
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