Step 6: Evaluation and Feedback � � � � � � � � � � � �

Evaluation and feedback should be occurring regularly as part of the interconnected model� However, at this stage, a critical question in the development and implementation of a fellowship curriculum can be answered: were the desired goals and objectives met?12 Feedback should be collected from the learners, core faculty, and other stakeholders about both the individual’s and the curriculum’s performance� Various methods of collecting

feedback exist, including surveys, interviews, clinical metrics, and coaching meetings� This information should be synthesized to modify and continuously improve the fellowship curriculum� Program evaluation is the assessment of the performance of the individual and curriculum� Assessments can be both formative, allowing for ongoing feedback for learners and curriculum, as well as summative, allowing for a final grade of the performance of the learner and curriculum� 20 The evaluation process includes the identification of users, resources, and ethical concerns� 12 After the identification process, measurement methods can be designed to collect data� The analyzed data should be reported to important stakeholders involved in the fellowship process� This will allow for continued support and allotment of resources to support the fellowship program�

References

1� Nelson LS, Keim SM, Beeson MS, Chudnofsky CR, Gausche-Hill M, Gorgas DL, et al� American Board of Emergency Medicine report on residency and fellowship training information (2018-2019)� Annals of emergency medicine� 2019 May 1;73(5):524-41� 2� Kellermann A� Are you considering an academic career? Emergency Medicine Residents’ Association, 2021� (Accessed on April 7, 2021 at https://www�emra�org/residents-fellows/career-planning/practice-types/are-you-considering-an-academic-career/) 3� Yarris L, Coates W, Lin M, Lind K, Jordan J, Clarke S, et al� A Suggested Core Content for Education Scholarship Fellowships in Emergency

Medicine� Academic Emergency Medicine 2012;19(12):1425-1433� 4� Yarris L, Coates W� Creating Educational Leaders: Experiences with Two Education Fellowships in Emergency Medicine� Academic

Emergency Medicine 2012;19(12):1481-1485� 5� Bayram J, Rosborough S, Bartels S, Lis J, VanRooyen M, Kapur B, et al� Core Curricular Elements for Fellowship Training in International

Emergency Medicine� Academic Emergency Medicine 2010;17(7):748-757� 6� Klesick E, Hakmeh W� Global Emergency Medicine Fellowships: Survey of Curricula and Pre-Fellowship Experiences� Western Journal of

Emergency Medicine 2021;22(1)� 7� Scott, B� Administrative fellowships in emergency medicine� Physician Executive, 1995; 21(8), 35+� 8� Frallicciardi A, Vora S, Bentley S, Nadir N, Cassara M, Hart D, et al� Development of an Emergency Medicine Simulation Fellowship

Consensus Curriculum: Initiative of the Society for Academic Emergency Medicine Simulation Academy� Academic Emergency Medicine 2016;23(9):1054-1060� 9� Jahn H, Kwan J, O’Reilly G, Geduld H, Douglass K, Tenner A, et al� Towards developing a consensus assessment framework for global emergency medicine fellowships� BMC Emergency Medicine 2019;19(1)� 10� Petinaux B, Douglass K, Lee J, Liu Y, Boniface K, Clancy C, et al� Emergency Medicine Joint Fellowship Curriculum� The Journal of

Emergency Medicine 2012;43(2):351-355� 11� Weiss P, Myers A, McGann K, Mason K, Kesselheim J, Fleming G, et al� Funding Sources and Perceived Financial Insecurity in Pediatric

Subspecialty Fellowship Programs� Academic Pediatrics 2019;19(7):815-821� 12� Thomas P, Kern M, Hughes M, Chen B� Curriculum Development for Medical Education� 3rd ed� Baltimore, MD: Johns Hopkins University

Press, 2016� 13� SAEM Committee Descriptions� Society for Academic Emergency Medicine, 2020� (Accessed February 20, 2021 at https://www� saem�org/docs/default-source/saem-documents/saem-committee-descriptions-82020-(1)64b06ae1350c69fd91b2ff0000698ee1� pdf?Status=Temp&sfvrsn=95bc03fd_2) 14� Ratnapalan S, Hilliard R� Needs Assessment in Postgraduate Medical Education: A Review� Medical Education Online 2002;7(1):4542� 15� Chatterjee D, Corral J� How to Write Well-Defined Learning Objectives� Journal of Education in Perioperative Medicine 2017;19(4)� 16� Bloom B, Engelhart M, Furst E, Hill W, Krathwohl D� Taxonomy of educational objectives� London: Longman; 1956� 17� Anderson L, Krathwohl D� A Taxonomy for Learning, Teaching, and Assessing� Longman: New York; 2001� 18� Knowles M� The Adult Learner: A Neglected Species� Houston, TX� Gulf Publishing Company, 1973� 19� Knowles, M� Self-Directed Learning� A guide for learners and teachers� Englewood Cliffs: Prentice Hall/Cambridge, 1975� 20� Pangaro L, ten Cate O� Frameworks for learner assessment in medicine: AMEE Guide No� 78� Medical Teacher 2013;35(6):e1197-e1210� 21� What We Do� Accreditation Council for Graduate Medical Education, 2021� (Accessed April 7, 2021 at https://www�acgme�org/What-We-

Do/Overview/Accrediation) 22� SAEM Fellowship Approval Program� Society for Academic Emergency Medicine, 2021� (Accessed April 7, 2021 at https://www�saem�org/ resources/services/fellowship-approval-program) 23� SAEM Fellowship Directory� Society for Academic Emergency Medicine, 2021� (Accessed April 7, 2021 at https://member�saem�org/

SAEMIMIS/SAEM_Directories/Fellowship_Directory/SAEM_Directories/P/FellowshipMap�aspx?hkey=573c442c-03ee-4c33-934a5fda0b280835) 24� EMRA Match� Emergency Medicine Residents’ Association, 2021� (Accessed April 7, 2021 at https://webapps�acep�org/utils/spa/match#/ search/map) 25� SAEM Residency and Fellowship Fair� Society for Academic Emergency Medicine, 2021� (Accessed April 7, 2021 at https://www�saem�org/ annual-meeting/exhibits-and-sponsors/residency-and-fellowship-fair)