This Article  • Full text  • PDF  • Send to a friend  • Save in My Folder  • Save to citation manager  • Permissions  Citing Articles  • Contact me when this article is cited  Related Content  • Related article  • Similar articles in this journal  Topic Collections  • Emergency Medicine  • Medical Education  • Pediatric/ Neonatal Critical Care  • Pediatrics, Other  • Alert me on articles by topic

Arch Pediatr Adolesc Med. 2006;160:658-659.

	Since this article does not have an abstract, we have provided the first 150 words of the full text and any section headings.

In case you haven't noticed, there is a revolution taking place in medical education that is unrivaled in significance since the release of the Flexner report in 1910. The Flexner report triggered reforms in the standards, organization, and curriculum of North American medical schools by proposing a system strong in biomedical sciences and hands-on clinical training. The current revolution directs us toward an approach that can be loosely defined by the buzz phrases of "student-centered learning," "competency-based evaluation," and "80-hour work rules." These winds of change in medical education are most associated with residency programs, but in reality, they affect us all.

In the subspecialty of pediatric emergency medicine, we are challenged with being responsive to the emergency medicine educational needs of physicians who practice outside of the emergency department. Perhaps foremost among those physicians are community pediatricians who must be able to competently respond to the office emergency. In . . . [Full Text of this Article]

AUTHOR INFORMATION

Jane F. Knapp, MD; Robert D. Schremmer, MD

RELATED ARTICLE

Evaluation of a Novel Web-Based Pediatric Advanced Life Support Course
James M. Gerard, Anthony J. Scalzo, Steven P. Laffey, Glen Sinks, Diana Fendya, and Patrice Seratti
Arch Pediatr Adolesc Med. 2006;160(6):649-655.
ABSTRACT | FULL TEXT