OBJECTIVE: This study examined the educational programs for emergency residency in The Korean Society of Emergency Medicine. METHODS: A written survey of the workshop programs with representatives of the related organizations and affiliated organizations was conducted. During the 5-year period, the number of training courses and workshops attended by those who took the professional examination were analyzed. RESULTS: There were 23 workshops in progress. They proceed 2.85 times a year on average. The average number of participants was 22.8 with an average time required for the workshop of 5.6 hours, of which 78.7% is practice time. They received feedback from residency at all workshops, which was reflected in the process. During the 5-year period, the average number of participant training courses was 3.8, and the average number of workshop participants was 2.7. CONCLUSION: The education program for emergency residency is continuing through the affiliated organizations and related organizations as well as The Korean Society of Emergency Medicine. Encouraging opportunities for participation in various educational programs to supplement those that are not fully experienced will be helpful.
Education* ; Emergencies* ; Emergency Medicine* ; Internship and Residency*

PURPOSE: Emergency medicine (EM) specialists in training hospitals perform not only clinical practice, but also nonclinical activities, such as education, administration, and research. The types and amounts of nonclinical activities are increasing, but the activities have not been evaluated. This study applied the concept of the relative value unit (RVU) and conducted a pilot study to calculate the total nonclinical activities of EM specialists in training hospitals. METHODS: The one year nonclinical activities of the eight EM specialists working in training hospitals were analyzed retrospectively. The nonclinical activities were divided into three areas: education, administration, and research. The types of activities, and effort and time spent were collected and the RVU was calculated. RESULTS: The time spent on the education and administrative tasks ranged from 92 to 1,094 hours (average 348.8 hours) and 19 to 1,018 hours (average 207.8 hours), respectively. The average annual workload for education was 324.9 RVUs. The average annual administrative workload was 115.6 RUVs. The average time spent in education and administration was 556.6 hours and clinical practice was 1,904.8 hours. CONCLUSION: Nonclinical activities are essential for the operation of EM departments. If the necessary manpower for the EM is to be calculated, it will be important to calculate the workforce of the specialists, including the nonclinical workload.
Education ; Emergencies* ; Emergency Medicine* ; Pilot Projects* ; Retrospective Studies ; Specialization*

Competency-Based Education ; Curriculum ; Education, Medical, Graduate ; methods ; Emergency Medicine ; education ; Humans ; Internship and Residency ; methods ; Singapore

PURPOSE: As emergency ultrasound (EUS) can improve the management of emergency department patients, education in EUS has become an essential part of emergency medicine resident training. This study examined the efficacy of pediatric EUS education for resident physicians 6 months after training. METHODS: A survey was conducted on emergency medicine resident physicians who participated in the Pediatric Emergency Ultrasound Course in November 2014, which is a training program of pediatric EUS generated by Korean Society of Pediatric Emergency Medicine and Society of Emergency and Critical Care Imaging. The instructor checked the list to evaluate attendee after the course. After the course, resident physicians have been encouraged to use EUS at the patient's bedside, and the same list was checked 6 months after the course. At the same time, a survey of the number of experience of EUS during the 6 months was performed. RESULTS: Ten emergency resident physicians of Seoul National University of Hospital participated in the course and all attendees were re-evaluated 6 months after the course. The mean initial score immediately after the course and that at the 6 months follow-up was 28.6±3.13 and 20.8±3.79, respectively (p < 0.05). No significant relationship was observed between the difference score and the EUS experience number, including the observations of the other physician's EUS (p=0.603) and hands-on by themselves (p=0.771). CONCLUSION: Although a EUS education program could improve the resident physician's ability, the effect decreased with time. Hence, the resident physician's EUS ability cannot be maintained via simple emergency department duty. Therefore, the education program should be repeated regularly.
Critical Care ; Education* ; Emergencies* ; Emergency Medicine* ; Emergency Service, Hospital ; Follow-Up Studies ; Humans ; Seoul ; Ultrasonography*

Emergency Medicine is a medical specialty that provides comprehensive emergency care. The spectrum of emergency medicine includes humanity as well as medical care for emergency patients. Since the Korean Society of Emergency Medicine has been established and the training course for emergency residents has begun, quality improvement of the training course still remains to be one of the most important issues in emergency medicine. This report is to understand the current status of training of emergency residents and to improve the quality of training of emergency residents. The survey was performed with questionnaires regarding current status of training and opinions to improve quality of training. The questionnaires were sent to all emergency physicians and emergency residents registered to the Korean Society of Emergency Medicine via an electronic mail or a printed letter. The response rates were 49.6% for emergency physicians and 35.8% for emergency residents. On the basis of the result of this survey, we suggest five proposals for improving the quality of resident training course. These include complete adherence of each institution to training guidelines presented by the Korean Society of Emergency Medicine, development of the education program compatible to each institution, shortening of length of training duration from 4 years to 3 years, promotion of the training environment, and introduction of evaluation examination to the training course.
Education ; Electronic Mail ; Emergencies* ; Emergency Medical Services ; Emergency Medicine ; Humans ; Internship and Residency ; Quality Improvement ; Surveys and Questionnaires

Education and training of disaster medicine are the most important part of disaster management. There are so many training and education curriculum all over the world. However education courses based upon core competencies of disaster medicine are lacking. There is still a need to define the specific knowledge, skills, and attitudes that must be mastered by specialized professionals. Standardized core competencies for acute care medical personnel such as emergency department nurses, emergency physicians, and out-of-hospital emergency medical services personnel are needed to ensure that effective emergency medical response can be provided efficiently during all types of disasters. Therefore education and training curriculum of other countries were reviewed in this article.
Curriculum ; Disaster Medicine* ; Disasters* ; Education* ; Emergencies ; Emergency Medical Services ; Emergency Service, Hospital ; Mental Competency

PURPOSE: For the differential diagnosis of acute abdomen, abdominal computed tomography (CT) is commonly performed in the emergency department (ED). Rapid and accurate interpretation after CT is essential; however, final interpretation of the images by a board-certified radiologist for 24 hours a day is nearly impossible. Therefore, a preliminary interpretation is mainly made by emergency physicians in the ED, which may result in some discrepancy with the interpretations of board-certified radiologists. This study was conducted to determine the discrepancy rate of emergency medicine (EM) residents' preliminary interpretation and any reduction in discrepancy through feedback imaging education programs by attending radiologists. METHODS: This was a before-and-after study, including 540 cases of abdominal CT scans performed in the ED between November 1, 2014 and April 30, 2015. Residents first documented their preliminary interpretation of 300 cases for 3 months. Board-certified radiologists then provided feedback image education to EM residents for these cases for 1 month. After feedback education, preliminary interpretations of 240 cases were documented for 2 months. Discrepancy rates before and after feedback education were then analyzed. RESULTS: Total and major discrepancy rates before feedback image education were 28% and 11.7%, respectively, which declined to 14.6% and 4.6%, respectively, after feedback image education (p<0.05). CONCLUSION: Feedback image education was effective in reducing the discrepancy rate of the interpretation of abdominal CT scans by EM residents.
Abdomen, Acute ; Diagnosis, Differential ; Education* ; Emergencies* ; Emergency Medicine* ; Emergency Service, Hospital ; Tomography, X-Ray Computed*

OBJECTIVE: Data mining extracts meaningful information from large datasets. In this study, text mining techniques were used to extract keywords from the Journal of the Korean Society of Emergency Medicine, and the change trend was examined. METHODS: The rvest package in R was used to extract all papers published in the Journal of the Korean Society of Emergency Medicine from 2006 to 2016 that could be searched online. Among them, 3,952 keywords were extracted and studied. Using the selected keywords, the corpus was formed by refining keywords that did not correspond to MeSH (Medical Subject Headings) or were misspelled and had similar meanings based on agreement of researchers. Using the refined keywords, the frequencies of the keywords in the first and second halves of the studies were calculated and visualized. RESULTS: Word Cloud revealed that emergency medical service and cardiopulmonary resuscitation (CPR) were most frequently mentioned in both the first and second halves of the studies. In the first half, ultrasonography, stroke, poisoning, injury, and education were frequently mentioned, while in the second half, poisoning, injury, stroke, acute, and tomography were frequently mentioned. A pyramid graph revealed that the frequencies of emergency medical service and CPR were commonly high. CONCLUSION: Core keywords of the Journal of the Korean Society of Emergency Medicine were analyzed for correlations and trends. Changes in study topics according to key topics of interest and period were visually identified.
Cardiopulmonary Resuscitation ; Data Mining ; Dataset ; Education ; Emergencies ; Emergency Medical Services ; Emergency Medicine ; Poisoning ; Stroke ; Ultrasonography

Currently, pediatric emergency medicine (PEM) as practiced in many developed countries is different from ours in China. Chinese pediatric emergency medicine is just children's internal medicine and does not include general surgery, ear-nose-throat, etc. If children have an emergency condition that require specialized treatments they need to go to different departments. However in Canada, the pediatric emergency physicians will first treat the patients whatever the condition, then, if it is a complicated sub specialty problem, they will consult the specialist or let the patient see the specialist later. In addition, resuscitation is done in the pediatric intensive care unit (PICU) in China, but it is done in the emergency room in Canada. This article compares the differences in the pediatric emergency systems in Canada and China and also introduces the international standard system of pediatric triage.
Canada ; Child ; China ; Emergency Medicine ; education ; Humans ; Internship and Residency ; Pediatrics ; education ; Triage

PURPOSE: While it is known that effective clinical education requires active involvement of its participants, regular feedback, communication skills and interprofessional training, limited studies have been conducted in Korea that demonstrate how pre-residency trainees acquire their core clinical skills. This is a cross-sectional study of interns and students across a third-tier university hospital in Korea to examine where and when they acquire core clinical skills. METHODS: A total of 74 students and 91 interns were asked to participate in a closed-ended questionnaire, and 50 participants (20 students and 30 interns) were involved in semistructured individual interviews. The questionnaire was based on the Accreditation Council for Graduate Medical Education core competencies. RESULTS: The majority of core clinical skills were acquired during their rotations in emergency medicine, general surgery and cardiothoracic surgery. The semistructured interviews revealed that these departments required their trainees to be highly involved and analytical, and participate in clinical discourse. CONCLUSION: The common factor among the three departments is an environment in which trainees are highly involved in clinical duties, and are expected to make first-contact patient encounters, participate in clinical discourse, interpret investigative results and arrive at their own conclusions. Work-based learning appear to be key to the trends observed, and further study is warranted to determine whether these findings are indicative of true acquisition of clinical competence.
Accreditation ; Clinical Competence* ; Cross-Sectional Studies ; Education ; Education, Medical ; Education, Medical, Graduate ; Emergency Medicine ; Humans ; Korea ; Learning