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Journal of Medical Education

Abstract

Aim: This study aimed to assess students' experiences and educators' perceptions to develop a suitable undergraduate emergency medicine (EM) curriculum. Methods: Conducted from 2017 to 2018 in a tertiary teaching hospital, this prospective observational study introduced a two-week compulsory EM course, which was later extended to three weeks due to Taiwan medical education changes. An anonymous questionnaire was administered to graduated students and faculty to evaluate the curriculum design for the new six-year medical education program. Results: This study summarized the current (three-week) and previous (two-week) EM training curricula. Notably, in-class course credit hours decreased, while total clinical course credit hours substantially increased. The new curriculum prioritized clinical courses, skills, and patient-centered core competencies such as communication, empathy, sonography, and teamwork. Faculty and graduate feedback influenced the selection of specific classes. This study also compared competencies and training courses in undergraduate and postgraduate medical education in Taiwan and Japan. Conclusions: Carefully designed and planned curricula could assist medical students in receiving efficient EM training. By addressing core competencies and considering the perceptions of both trainees and trainers, EM faculty can provide a comprehensive educational experience for all medical students.

First Page

32

Last Page

48

DOI

10.6145/jme.202403_28(1).0001

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