Implementing a third-year emergency medicine medical student curriculum

Matthew C. Tews, Collette Marie Ditz Wyte, Marion Coltman, Kathy Hiller, Julianna Jung, Leslie C. Oyama, Karen Jubanyik, Sorabh Khandelwal, William Goldenberg, David A. Wald, Leslie S. Zun, Shreni Zinzuwadia, Kiran Pandit, Charlene An, Douglas S. Ander

Research output: Contribution to journalArticlepeer-review

6 Scopus citations


Background Emergency medicine (EM) is commonly introduced in the fourth year of medical school because of a perceived need to have more experienced students in the complex and dynamic environment of the emergency department. However, there is no evidence supporting the optimal time or duration for an EM rotation, and a number of institutions offer third-year rotations. Objective A recently published syllabus provides areas of knowledge, skills, and attitudes that third-year EM rotation directors can use to develop curricula. This article expands on that syllabus by providing a comprehensive curricular guide for the third-year medical student rotation with a focus on implementation. Discussion Included are consensus-derived learning objectives, discussion of educational methods, considerations for implementation, and information on feedback and evaluation as proposed by the Clerkship Directors in Emergency Medicine Third-Year Curriculum Work Group. External validation results, derived from a survey of third-year rotation directors, are provided in the form of a content validity index for each content area. Conclusions This consensus-derived curricular guide can be used by faculty who are developing or revising a third-year EM medical student rotation and provide guidance for implementing this curriculum at their institution.

Original languageEnglish (US)
Pages (from-to)732-743.e8
JournalJournal of Emergency Medicine
Issue number6
StatePublished - Jun 1 2015


  • curriculum
  • emergency medicine
  • medical student
  • third-year

ASJC Scopus subject areas

  • Emergency Medicine


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