Abstract
There are inadequacies in the practice-readiness of junior doctors for providing acute care in areas of clinical deterioration. In addition, the existing undergraduate curricula are fragmented in how acute care is taught in medical schools. We propose twelve tips for developing a systematic acute care curriculum, including what to teach, how to teach it and, how to assess. Furthermore, we propose and incorporate an acute care learning dashboard as an assessment tool which collates and demonstrates the occurrence of learning, faculty feedback, and students’ reflection. We also summarise the existing online resources available for acute care training. We hope to address the existing issues and improve acute care training to prepare the graduates to become practice-ready professionals.
Correction Statement
This article has been corrected with minor changes. These changes do not impact the academic content of the article.
Disclosure statement
The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.
Glossary
COVID-19: Corona Virus Disease of 2019
DOPS: Directly observed practical skills
EMQ: Extended matching questions
EPA: Entrustable professional activities
MCQ: Multiple choice questions
Mini CEX: Mini clinical evaluation exercise
OSCE: Objectively structured clinical examinations
SAQ: Short answer questions
SBA: Simulation-based assessments
SIP: Student internship program
WBA: Workplace-based assessments
Additional information
Notes on contributors
Balakrishnan Ashokka
Dr. Balakrishnan Ashokka, MBBS, MD, DNB, FANZCA, EDRA, MHPE, is an anaesthesiologist, medical educationalist, and simulation program director (anaesthesia). He is the director for Maastricht master’s in health professions education (MHPE-S) Program at Academy of Medicine, Singapore.
Deanna Wai Ching Lee
Dr. Deanna Wai Ching Lee, MBBS, MRCP, is an internist and medical educationalist. She is currently pursuing her MHPE and has an interest in faculty development and undergraduate students.
Chaoyan Dong
Dr. Chaoyan Dong, PhD, AMEE Fellow, is a medical educator with experience in systematic reviews. She received her PhD in Educational Communication & Technology from New York University in 2008. Her expertise is in simulation and medical education research.