ACRRM GEM Curriculum - Final July09 - Australian College of Rural ...

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5. TEACHING AND LEARNING APPROACHES The emphasis for Generalist Emergency Medicine training in will be on acquiring relevant clinical experience and skills to competently practice emergency medicine. Teaching approaches will include, but are not limited to: Clinical experience based learning – the majority of teaching and learning should take a case based experiential format. This is the most valuable approach to learning specific clinical skills. Small group tutorials – these may be face-to-face, via videoconference or using online tele-tutorial technology Simulation laboratory sessions – these may be needed for those situations that are encountered infrequently in the clinical setting, or those requiring rehearsal of team and inter-professional co-operation. Face to face education meetings – these may be linked with the RVTS, undertaken by teleconference or video conference, and opportunistically through relevant conferences Distance learning modes – these are available via the internet, using Rural and Remote Medical Education Online (RRMEO) and other sources. 6. SUPERVISION AND SUPPORT Traineess undertaking Generalist Emergency Medicine training will require specific medical, cultural, professional and personal support and supervision arrangements. This will include at least: 1 Supervisor – A local accredited clinical supervisor who works in the same organisation as the trainee and can assist with the clinical aspects of their practice. Trainees are required to establish and maintain a learning plan with their supervisor, which will be jointly reviewed on a regular basis. 2 Mentor – A mentor(s), who may be an external person(s) who currently works, or has previously worked, in a similar situation as the trainee. This role could be undertaken by several different people and could include: pastoral care, opportunities to debrief, or act as a sounding board about cultural or personal issues, and the provision of a two-way supportive and listening role. 25
7. ASSESSMENT The assessment of Generalist Emergency Medicine trainees has been kept in line with the FACRRM assessment program implemented in 2007, plus assessment that is specific to this post. The assessment includes: STAMPS – Structured Assessment using Multiple Patient Scenarios Supervisor and mentor feedback reports – conducted twice at 6-monthly intervals Clinical skills logbook OSCEs – Objective Structured Clinical Exam or clinical scenarios that cover the major aspects of the curriculum, to be assessed by suitable Generalist examiners. 26
Page 2 and 3: ACKNOWLEDGMENTS ACRRM wishes to tha
Page 4 and 5: 1. BACKGROUND This Generalist Emerg
Page 6 and 7: specialist inpatient services cover
Page 8 and 9: 4. LEARNING OUTCOMES The Domains of
Page 10 and 11: 4.1 Domain 1. Core clinical knowled
Page 12 and 13: Secondary injuries - Outline the ri
Page 14 and 15: Use of blood and blood products - D
Page 16 and 17: airway and breathing emergencies -
Page 18 and 19: initial management of trauma in pre
Page 20 and 21: isk assessment, engagement and acut
Page 22 and 23: Infectious disease control - Outlin
Page 24 and 25: storage and handling of blood produ
Page 28: 8. ESSENTIAL RESOURCES Access to t

ACRRM GEM Curriculum - Final July09 - Australian College of Rural ...

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