Development of a novel conceptual framework for curriculum design in Canadian postgraduate trauma training

Background: Recent changes in practice patterns and training paradigms in trauma care have resulted in a critical review of postgraduate curricula. Specifically, a shift towards non-operative management of traumatic injuries, and reduced resident work-hours, has led to a significant decrease in tra...

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Autores principales:	Brett Mador, Michael Kim, Jonathan White, Ilene Harris, Ara Tekian
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2020
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/c5ca509e3cb5420c85dc51f8a7380e7f
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spelling	oai:doaj.org-article:c5ca509e3cb5420c85dc51f8a7380e7f2021-12-01T22:41:28ZDevelopment of a novel conceptual framework for curriculum design in Canadian postgraduate trauma training10.36834/cmej.686211923-1202https://doaj.org/article/c5ca509e3cb5420c85dc51f8a7380e7f2020-03-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/68621https://doaj.org/toc/1923-1202 Background: Recent changes in practice patterns and training paradigms in trauma care have resulted in a critical review of postgraduate curricula. Specifically, a shift towards non-operative management of traumatic injuries, and reduced resident work-hours, has led to a significant decrease in trainees' surgical exposure to trauma. The purpose of our study is to perform an exploratory review and needs assessment of trauma curricula for general surgery residents in Canada. Methods: Our study design includes semi-structured interviews with trauma education experts across Canada and focus groups with various stakeholder groups. We performed qualitative analysis of comments, with two independent reviewers, using inductive thematic analysis to identify themes and sub-themes. Results: We interviewed four trauma education experts and conducted four focus groups. We formulated two main themes: institutional context and transferability of curricular components. We further broke down institutional context into sub-themes of culture, resources, trauma system, and trauma volume. We developed a new conceptual framework to guide ongoing curricular reform for trauma care within the context of general surgery training. Conclusions: The proposed framework, developed through qualitative analysis, can be utilized in a collaborative fashion in the curricular reform process of trauma care training in Canada. Brett MadorMichael KimJonathan WhiteIlene HarrisAra TekianCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 11, Iss 1 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Brett Mador Michael Kim Jonathan White Ilene Harris Ara Tekian Development of a novel conceptual framework for curriculum design in Canadian postgraduate trauma training
description	Background: Recent changes in practice patterns and training paradigms in trauma care have resulted in a critical review of postgraduate curricula. Specifically, a shift towards non-operative management of traumatic injuries, and reduced resident work-hours, has led to a significant decrease in trainees' surgical exposure to trauma. The purpose of our study is to perform an exploratory review and needs assessment of trauma curricula for general surgery residents in Canada. Methods: Our study design includes semi-structured interviews with trauma education experts across Canada and focus groups with various stakeholder groups. We performed qualitative analysis of comments, with two independent reviewers, using inductive thematic analysis to identify themes and sub-themes. Results: We interviewed four trauma education experts and conducted four focus groups. We formulated two main themes: institutional context and transferability of curricular components. We further broke down institutional context into sub-themes of culture, resources, trauma system, and trauma volume. We developed a new conceptual framework to guide ongoing curricular reform for trauma care within the context of general surgery training. Conclusions: The proposed framework, developed through qualitative analysis, can be utilized in a collaborative fashion in the curricular reform process of trauma care training in Canada.
format	article
author	Brett Mador Michael Kim Jonathan White Ilene Harris Ara Tekian
author_facet	Brett Mador Michael Kim Jonathan White Ilene Harris Ara Tekian
author_sort	Brett Mador
title	Development of a novel conceptual framework for curriculum design in Canadian postgraduate trauma training
title_short	Development of a novel conceptual framework for curriculum design in Canadian postgraduate trauma training
title_full	Development of a novel conceptual framework for curriculum design in Canadian postgraduate trauma training
title_fullStr	Development of a novel conceptual framework for curriculum design in Canadian postgraduate trauma training
title_full_unstemmed	Development of a novel conceptual framework for curriculum design in Canadian postgraduate trauma training
title_sort	development of a novel conceptual framework for curriculum design in canadian postgraduate trauma training
publisher	Canadian Medical Education Journal
publishDate	2020
url	https://doaj.org/article/c5ca509e3cb5420c85dc51f8a7380e7f
work_keys_str_mv	AT brettmador developmentofanovelconceptualframeworkforcurriculumdesignincanadianpostgraduatetraumatraining AT michaelkim developmentofanovelconceptualframeworkforcurriculumdesignincanadianpostgraduatetraumatraining AT jonathanwhite developmentofanovelconceptualframeworkforcurriculumdesignincanadianpostgraduatetraumatraining AT ileneharris developmentofanovelconceptualframeworkforcurriculumdesignincanadianpostgraduatetraumatraining AT aratekian developmentofanovelconceptualframeworkforcurriculumdesignincanadianpostgraduatetraumatraining
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Development of a novel conceptual framework for curriculum design in Canadian postgraduate trauma training

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