Individualized Interactive Instruction: A Guide to Best Practices from the Council of Emergency Medicine Residency Directors

• Type of Material: Article
• Authors: Molly Estes, Loma Linda University; Puja Gopal, University of Chicago; Jeffrey Siegelman, Emory University; John Bailitz, Northwestern University Feinberg School of Medicine; Michael Gottlieb, Rush University Medical Center
• Language: English
• Date: 2019-03-01
• Publisher: eScholarship Publishing, University of California
• Publication Version: Final Published Version
• Copyright Statement: © 2019 Estes et al.
• License: Creative Commons Attribution 4.0 International
• Final Published Version (URL): http://dx.doi.org/10.5811/westjem.2018.12.40059
• Title of Journal or Parent Work: Western Journal of Emergency Medicine
• ISSN: 1936-900X
• Volume: 20
• Issue: 2
• Start Page: 363
• End Page: 368
• Keywords: asynchronous; physician training; individualized interactive instruction; ACGME; residency; learner-centered
• Research Categories: Health Sciences, Education

Abstract

Over the last several years, there has been increasing interest in transitioning a portion of residency education from traditional, lecture-based format to more learner-centered asynchronous opportunities. These asynchronous learning activities were renamed in 2012 by the Accreditation Council for Graduate Medical Education (ACGME) as individualized interactive instruction (III). The effectiveness and applicability of III in residency education has been proven by multiple studies, and its routine use has been made officially acceptable as per the ACGME. This article provides a review of the current literature on the implementation and utilization of III in emergency medicine residency education. It provides examples of currently implemented and studied III curricula, identifies those III learning modalities that can be considered best practice, and provides suggestions for program directors to consider when choosing how to incorporate III into their residency teaching.