Implementation of the introductory clinician development series: An optional boot camp for emergency medicine interns

Advances in Medical Education and Practice

Volumn 5, Issue , 2014, Pages 275-279

  Min, Alice A ^a   Stoneking, Lisa R ^a   Grall, Kristi H ^a   Spear Ellinwood, Karen ^b  

^a UNIVERSITY OF ARIZONA COLLEGE OF MEDICINE   (United States)

^b UNIVERSITY OF ARIZONA   (United States)

Author keywords

Educational design; Orientation; Residency training

Indexed keywords

EID: 84944683632     PISSN: None     EISSN: 11797258     Source Type: Journal    
DOI: 10.2147/AMEP.S67239     Document Type: Article

References (10)

1. Fernandez GL, Page DW, Coe NP et al. Boot camp: Educational outcomes after 4 successive years of preparatory simulation-based training at onset of internship. J of Surgical Education. 2012;69(2):242–48.
2. Hiraoka M, Kamikawa G, McCartin R, Kaneshiro B. A pilot structured resident orientation curriculum improves the confidence of incoming first-year obstetrics and gynecology residents. Hawaii J Med Public Health. 2013;72(11):387–390.
3. Brillman JC, Sklar DP, Viccellio P. Characteristics of emergency medicine resident orientation programs. Acad Emerg Med. 1995;2(1): 25–31.
4. Lucas R, Choudhri T, Roche C, Ranniger C, Greenberg L. Developing a curriculum for emergency medicine residency orientation programs. J Emerg Med. 2014;46(5):701–705.
5. McKenney S, Reeves TC. Educational design research. In: Spector JM, Merrill MD, Elen J, Bishop MJ, editors. Handbook of Research on Educational Communications and Technology. New York, NY: Springer Science and Business Media. 2014:131–140.
6. Barab SA, Luehmann AL. Building sustainable science curriculum: Acknowledging and accommodating local adaptation. Science Education. 2003;87(4):454–467.
7. Barab S, Thomas M, Dodge T, Carteaux R, Tuzun H. Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research and Development. 2005;53(1):86–107.
8. Schwartz DL, Lin X, Brophy S, Bransford JD. Toward the development of flexibly adaptive instructional designs. In: Reigeluth CM, editor. Instructional-Design Theories and Models: A New Paradigm of Instructional Theory. Mahwah, NJ: Lawrence Erlbaum Associates; 1999:183–213.
9. Vacca RT, Vacca JL. Content Area Reading: Literacy and Learning Across the Curriculum. 8th ed. Boston, MA: Pearson Publishers; 2005.
10. Tuchaai T, O’Neill M, Sharplin E. Adapting to curriculum change: a theoretical framework informing the design and implementation of a curriculum intervention. English in Education. 2012;46(2):155–174.