Innovation in EM Education Design Challenge - A Western Journal of Emergency Medicine x Volume XVII, Supplement : August 2016 Novel Approach to Advance Medical Education

摘要

Background: The 21st century is defined by increasinglyrapid cycles of change not just in technology, but in educationand medical knowledge. This “disruptive” process brings opportunity and risk: accelerated change is an occasionto reimagine how we teach. It also strains the limits ofour traditional didactic structures and challenges medicaleducators and institutions alike to keep pace. This rapidlyexpanding space between new opportunities and the pace atwhich current educators and institutions are able to implementthem is what we call the “education gap.”Educational Objectives: For medical education to remainengaging and relevant we must address this gap. To do thisrequires expanding our conception of what is an educationaltool, and integrating new structures within our institutionsthat provide ongoing access to this 21st century zeitgeist.Our objective was to develop a educational tool (the designchallenge) to integrate new technology, engage residents andfaculty, promote collaborative projects and mentorship , andprovide an formal system for the residency program to keeppace with new tools and educational opportunities.Curricular Design: Here we present our experience withthe implementation of a Design Challenge model.Participants were introduced to concepts for effectivelearning, asked to identify barriers to their learning, andthen challenged to overcome them during the 8 hour designchallenge. Participants were introduced to collaborative socialmedia platforms as well as novel tools that could be harnessedfor education and then divided into small groups. At the endof the day, each group’s work was uploaded to our socialplatform and presented.Impact/Effectiveness: Feedback from the day suggestedthat this was a powerful tool for medical education: itempowered participants to actively engage in their ownlearning, revealed an untapped reserve of potential talentamong our residents to be educators, and laid the groundworkfor iterative student and resident-driven change within ourprogram. Since the design challenge multiple resident drivenand student research projects and content development havebeen initiated. Several conference and education days havehighlighted work that was created as a direct result of ourdesign challenge. This appears to have had a significantimpact on our program’s educational direction.