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Determination of required pharmacological knowledge for clinical practice in emergency medicine using a modified Delphi technique

Aims: To identify the content of the national postgraduate pharmacology curriculum for trainees in UK emergency medicine. Methods: Modified three-round iterated Delphi technique employing a participant panel of 160 randomly selected consultants in emergency medicine. Initial Delphi content was deriv... Full description

Journal Title: Emergency medicine journal : EMJ 2007-09, Vol.24 (9), p.645-647
Main Author: Kilroy, D A
Other Authors: Mooney, J S
Format: Electronic Article Electronic Article
Language: English
Subjects:
Quelle: Alma/SFX Local Collection
Publisher: England: BMJ Publishing Group Ltd and the British Association for Accident & Emergency Medicine
ID: ISSN: 1472-0205
Link: https://www.ncbi.nlm.nih.gov/pubmed/17711943
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title: Determination of required pharmacological knowledge for clinical practice in emergency medicine using a modified Delphi technique
format: Article
creator:
  • Kilroy, D A
  • Mooney, J S
subjects:
  • Adult learning
  • Adult students
  • Clinical Competence
  • Clinical medicine
  • Core curriculum
  • Curricula
  • Curriculum
  • Delphi Technique
  • Education
  • Education, Medical, Graduate - methods
  • Educational Measurement
  • Emergency medical care
  • Emergency medicine
  • Emergency Medicine - education
  • Graduate students
  • Humans
  • Medicine
  • Original
  • Original Article
  • Pharmacology
  • Pharmacology - education
  • Preferences
  • Program Development - methods
  • Questionnaires
  • Surveys and Questionnaires
  • Training
  • United Kingdom
  • Usage
ispartof: Emergency medicine journal : EMJ, 2007-09, Vol.24 (9), p.645-647
description: Aims: To identify the content of the national postgraduate pharmacology curriculum for trainees in UK emergency medicine. Methods: Modified three-round iterated Delphi technique employing a participant panel of 160 randomly selected consultants in emergency medicine. Initial Delphi content was derived from objective analysis of pharmacy stock lists and patient record cards. The outcome measure was percentage agreement, among participants, to listed aspects of therapeutics as being core knowledge for autonomous clinical practice in the emergency department. A national curriculum document was derived from the study data. Results: Response rates ranged from 66–76% after three Delphi rounds. From an initial overall questionnaire content of 526 discrete items, 59% was retained as core knowledge following iteration. The subsequent national curriculum document acts as a resource tool both for question setting in postgraduate examinations and for self-directed trainee learning before the sitting of these examinations. Conclusions: Application of a national consensus methodology allows determination of curricular content in pharmacology as part of the development of a robust College educational portfolio.
language: eng
source: Alma/SFX Local Collection
identifier: ISSN: 1472-0205
fulltext: fulltext
issn:
  • 1472-0205
  • 1472-0213
url: Link


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descriptionAims: To identify the content of the national postgraduate pharmacology curriculum for trainees in UK emergency medicine. Methods: Modified three-round iterated Delphi technique employing a participant panel of 160 randomly selected consultants in emergency medicine. Initial Delphi content was derived from objective analysis of pharmacy stock lists and patient record cards. The outcome measure was percentage agreement, among participants, to listed aspects of therapeutics as being core knowledge for autonomous clinical practice in the emergency department. A national curriculum document was derived from the study data. Results: Response rates ranged from 66–76% after three Delphi rounds. From an initial overall questionnaire content of 526 discrete items, 59% was retained as core knowledge following iteration. The subsequent national curriculum document acts as a resource tool both for question setting in postgraduate examinations and for self-directed trainee learning before the sitting of these examinations. Conclusions: Application of a national consensus methodology allows determination of curricular content in pharmacology as part of the development of a robust College educational portfolio.
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subjectAdult learning ; Adult students ; Clinical Competence ; Clinical medicine ; Core curriculum ; Curricula ; Curriculum ; Delphi Technique ; Education ; Education, Medical, Graduate - methods ; Educational Measurement ; Emergency medical care ; Emergency medicine ; Emergency Medicine - education ; Graduate students ; Humans ; Medicine ; Original ; Original Article ; Pharmacology ; Pharmacology - education ; Preferences ; Program Development - methods ; Questionnaires ; Surveys and Questionnaires ; Training ; United Kingdom ; Usage
ispartofEmergency medicine journal : EMJ, 2007-09, Vol.24 (9), p.645-647
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 Dr Darren A Kilroy
 Poplar Grove, Stockport, SK2 7JE, UK; darren.kilroy@stockport-tr.nwest.nhs.uk
abstractAims: To identify the content of the national postgraduate pharmacology curriculum for trainees in UK emergency medicine. Methods: Modified three-round iterated Delphi technique employing a participant panel of 160 randomly selected consultants in emergency medicine. Initial Delphi content was derived from objective analysis of pharmacy stock lists and patient record cards. The outcome measure was percentage agreement, among participants, to listed aspects of therapeutics as being core knowledge for autonomous clinical practice in the emergency department. A national curriculum document was derived from the study data. Results: Response rates ranged from 66–76% after three Delphi rounds. From an initial overall questionnaire content of 526 discrete items, 59% was retained as core knowledge following iteration. The subsequent national curriculum document acts as a resource tool both for question setting in postgraduate examinations and for self-directed trainee learning before the sitting of these examinations. Conclusions: Application of a national consensus methodology allows determination of curricular content in pharmacology as part of the development of a robust College educational portfolio.
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