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Ready for practice? National recommendations for emergency medicine transition to practice curriculum

  • CAEP Academic Symposium Paper
  • Published:
Canadian Journal of Emergency Medicine Aims and scope Submit manuscript

Abstract

Background

Transition from residency to unsupervised practice represents a critical stage in learning and professional identity formation, yet there is a paucity of literature to inform residency curricula and emergency department transition programming for new faculty.

Objective

The objective of this study was to develop consensus-based recommendations to optimize the transition to practice phase of emergency medicine training.

Methods

A literature review and results of a survey of emergency medicine (EM) residency program directors informed focus groups of recent (within 5 years) EM graduates. Focus group transcripts were analyzed following conventional content analysis. Preliminary recommendations, based on identified themes, were drafted and presented at the 2022 Canadian Association of Emergency Physicians (CAEP) Academic Symposium on Education. Through a live presentation, symposium attendees representing the Canadian national EM community participated in a facilitated discussion of the recommendations. The authors incorporated this feedback to construct a final set of 14 recommendations, 8 targeted toward residency training programs and 6 specific to department leadership.

Conclusion

The Canadian EM community used a structured process to develop 14 best practice recommendations to enhance the transition to practice phase of residency training as well as the transition period in the career of junior attending physicians.

Abstrait

Arrière-plan

La transition de la résidence à la pratique non supervisée représente une étape cruciale de l’apprentissage et de la formation de l’identité professionnelle, mais il y a peu de documentation pour éclairer les programmes de résidence et les programmes de transition des services d’urgence pour les nouveaux professeurs.

Objectif

L’objectif de cette étude était d’élaborer des recommandations consensuelles pour optimiser la transition vers la pratique de la formation en médecine d’urgence.

Méthodes

Une recension des écrits et les résultats d’un sondage auprès des directeurs des programmes de résidence en médecine d’urgence (GU) ont informé les groupes de discussion des diplômés récents (moins de cinq ans) en GU. Les transcriptions des groupes de discussion ont été analysées à la suite d’une analyse du contenu classique. Des recommandations préliminaires, fondées sur des thèmes déterminés, ont été rédigées et présentées au Symposium universitaire sur l’éducation de 2022 de l’Association canadienne des médecins d’urgence (ACMU). Au moyen d’une présentation en direct, les participants au symposium représentant la communauté nationale canadienne de la GU ont participé à une discussion dirigée sur les recommandations. Les auteurs ont intégré ces commentaires pour élaborer un ensemble final de 14 recommandations, 8 ciblant les programmes de formation en résidence et 6 ciblant le leadership ministériel.

Conclusions

La communauté canadienne de la GU a utilisé un processus structuré pour élaborer 14 recommandations de pratiques exemplaires afin d’améliorer la transition à la phase de pratique de la formation en résidence ainsi que la période de transition dans la carrière des médecins traitants débutants.

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Acknowledgements

The research team would like to thank the Canadian Association of Emergency Physicians for administrative support throughout the research process as well as all participants of the CAEP 2022 Academic Symposium, held in Quebec City, Canada, on May 25, 2022.

Author information

Authors and Affiliations

  1. Department of Emergency Medicine, Max Rady College of Medicine, University of Manitoba, Winnipeg, MB, Canada

    Tamara McColl

  2. Department of Emergency Medicine, University of Saskatchewan, Saskatoon, SK, Canada

    Quinten Paterson, Rob Woods & Mackenzie Russell

  3. Department of Emergency Medicine, University of Ottawa, Ottawa, ON, Canada

    Stella Yiu, Jason Frank, Lisa Thurgur & Warren J. Cheung

  4. Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada

    Alkarim Velji

  5. Department of Emergency Medicine, Dalhousie University, Halifax, NS, Canada

    Kirk Magee

  6. Department of Emergency Medicine, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada

    Avik Nath

  7. Department of Emergency Medicine, University of British Columbia, Vancouver, BC, Canada

    Daniel K. Ting

  8. Cumming School of Medicine, University of Calgary, Calgary, AB, Canada

    Fareen Zaver

  9. Royal College of Physicians and Surgeons of Canada, Ottawa, ON, Canada

    Warren J. Cheung

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  1. Tamara McColl
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Corresponding author

Correspondence to Tamara McColl.

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There are no conflicts of interest.

Ethical approval

Ethics exemption was granted by the University of Manitoba Bannatyne Campus Research Ethics Board.

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McColl, T., Paterson, Q., Yiu, S. et al. Ready for practice? National recommendations for emergency medicine transition to practice curriculum. Can J Emerg Med 25, 558–567 (2023). https://doi.org/10.1007/s43678-023-00534-x

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  • DOI: https://doi.org/10.1007/s43678-023-00534-x

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