Individualized interactive instruction: A guide to best practices from the Council of Emergency medicine residency directors

Molly Estes*, Puja Gopal, Jeffrey N. Siegelman, John Bailitz, Michael Gottlieb

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

7 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)363-368
Number of pages6
JournalWestern Journal of Emergency Medicine
Volume20
Issue number2
DOIs
StatePublished - Mar 2019

ASJC Scopus subject areas

  • Emergency Medicine

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