IFEM model curriculum: emergency medicine learning outcomes for undergraduate medical education
Authors: Cevik Arif Alper , Cakal Elif Dilek , Kwan James , Chu Simon , Mtombeni Sithembile , Anantharaman Venkataraman , Jouriles Nicholas , Peng David Teng Kuan , Singer Andrew , Cameron Peter , Ducharme James , Wai Abraham , Manthey David Edwin , Hobgood Cherri , Mulligan Terrence , Menendez Edgardo , Jakubaszko Juliusz ,   International Federation for Emergency Medicine Undergraduate Emergency Medicine Learning Outcomes Update Collaborators, Qazzaz Abdullah Abdulkhaliq , Al Khamisi Aisha Hamed , Al Mandhari Amal , Hathcock Amber , Jamil Aus N. , Wittayachamanakul Borwon , Nicks Bret , Vallejo-Bocanumen Carlos E. , Oktay Cem , Chi Chih-Hsien , Deasy Conor , Beringer Craig , Uwamahoro Doris Lorette , Rutkowska Dorota , Simon Erin L. , Gaerlan Faith Joan , Meyer Frida , Qureshi Immad S. , Lin Janet , Tapia Jesús Daniel López , Kaplan Justin , Molokoane Keamogetswe , Kaur Kuldeep , Bjoernsen Lars Petter , Kurland Lisa , Chu Matthew , Szedlak Miklos , Rahman Mohamed Alwi Abdul , Kamalanathan Mohan , Vincent Ndebwanimana , Navea Oscar , Phungoen Pariwat , Convocar Pauline F. , Vass Peter , Martin Philipp , Valani Rahim , Santos Richard Henry S. , Li-Shan Ruth Hew , Berdouk Sabrina , Varachhia Saleem A. , Thenabadu Sam , Thapa Sameer , Kivlehan Sean , Basauri Sofia , Saleem Syed Ghazanfar , Krym Valerie , Lee Victor , Jeremy Wee Choon Peng , Kozma Zsolt 
Published: August 2024

Background

The International Federation for Emergency Medicine (IFEM) published its model curriculum for medical student education in emergency medicine in 2009. Because of the evolving principles of emergency medicine and medical education, driven by societal, professional, and educational developments, there was a need for an update on IFEM recommendations. The main objective of the update process was creating Intended Learning Outcomes (ILOs) and providing tier-based recommendations.

Method

A consensus methodology combining nominal group and modified Delphi methods was used. The nominal group had 15 members representing eight countries in six regions. The process began with a review of the 2009 curriculum by IFEM Core Curriculum and Education Committee (CCEC) members, followed by a three-phase update process involving survey creation [The final survey document included 55 items in 4 sections, namely, participant & context information (16 items), intended learning outcomes (6 items), principles unique to emergency medicine (20 items), and content unique to emergency medicine (13 items)], participant selection from IFEM member countries and survey implementation, and data analysis to create the recommendations.

Results

Out of 112 invitees (CCEC members and IFEM member country nominees), 57 (50.9%) participants from 27 countries participated. Eighteen (31.6%) participants were from LMICs, while 39 (68.4%) were from HICs. Forty-four (77.2%) participants have been involved with medical students’ emergency medicine training for more than five years in their careers, and 56 (98.2%) have been involved with medical students’ training in the last five years. Thirty-five (61.4%) participants have completed a form of training in medical education. The exercise resulted in the formulation of tiered ILO recommendations. Tier 1 ILOs are recommended for all medical schools, Tier 2 ILOs are recommended for medical schools based on perceived local healthcare system needs and/or adequate resources, and Tier 3 ILOs should be considered for medical schools based on perceived local healthcare system needs and/or adequate resources.

Conclusion

The updated IFEM ILO recommendations are designed to be applicable across diverse educational and healthcare settings. These recommendations aim to provide a clear framework for medical schools to prepare graduates with essential emergency care capabilities immediately after completing medical school. The successful distribution and implementation of these recommendations hinge on support from faculty and administrators, ensuring that future healthcare professionals are well-prepared for emergency medical care.