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Related Experiment Videos

Exposure or expert? Setting standards for postgraduate education through a Delphi technique.

S Carley1, J Shacklady, P Driscoll

  • 1Department of Emergency Medicine, Manchester Royal Infirmary, Oxford Road, Manchester M13 9WL, UK. simon.carley@cmmc.nhs.uk

Emergency Medicine Journal : EMJ
|August 22, 2006
PubMed
Summary

Expert-developed anatomy syllabi for emergency medicine trainees do not align with their clinical practice. Curriculum development requires balancing expert knowledge with common clinical exposure for effective training.

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Area of Science:

  • Medical Education
  • Anatomy
  • Emergency Medicine

Background:

  • Developing effective anatomy curricula for emergency clinicians is crucial.
  • Expert panels often create syllabi based on perceived importance.
  • Understanding trainee exposure to anatomical concepts in practice is vital.

Purpose of the Study:

  • To assess if an expert-panel-generated upper limb anatomy syllabus for emergency clinicians aligns with trainee clinical practice.
  • To identify discrepancies between expert-defined curriculum content and real-world clinical exposure.

Main Methods:

  • A three-round Delphi study involving an expert group.
  • Comparison of the expert syllabus with a measure of anatomical concept exposure in emergency medicine trainees' daily practice.

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Main Results:

  • 404 upper limb anatomical facts were reviewed by both experts and trainees.
  • A low agreement (kappa = 0.348) was found between the expert group and trainees.
  • Significant disparity exists between expert-recommended and trainee-experienced anatomical knowledge.

Conclusions:

  • Expert-defined curricula may not reflect the practical anatomical knowledge required by emergency medicine trainees.
  • Curriculum development should balance expert-identified importance with common clinical exposure.
  • An expert:exposure matrix can guide the development of more relevant medical education curricula.