Emergency Medicine Pathway (curriculum as of Class of 2026) Introduction Sites and Personnel Goals and Objectives Description of Pathway Textbooks and Learning Resources Evaluation Other

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REVIEW FOR PATHWAY 2025-2026:

Introduction

The fourth-year student interested in Emergency Medicine is best served by rotating in Emergency Medicine clerkships offered at medical centers that have EM residency programs. Additional electives are suggested in those fields that offer the student experience in diagnostic skills.

The Department of Emergency Medicine feels strongly that the fourth year should be an enriching experience for all medical students. We encourage students interested in Emergency Medicine to use elective time to explore areas of interest as well as supplement those areas felt to be in need of additional attention.

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Pathway Director:
Pollianne Ward Bianchi, M.D.
pollianne.ward@crozer.org

Drexel Administrative Support for the Emergency Medicine Pathway and electives:
Ashlee Scott
215-991-8517
ads49@drexel.eduReturn to top of page

Goals and objectives are collective as indicated within the Description of Pathway section under each rotation description.

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Rotations Required of All Students
Emergency Medicine Subinternship
Emergency Medicine Subinternship is required by the University as a senior year course. During this course we would expect that the student will learn the principles of rapid assessment and stabilization of critically ill and injured patients; learn the initial evaluation and management of the wide range of undifferentiated patient complaints in the Emergency Department; gain skills, specialized examination technique and real-time interpretation of diagnostic studies; participate in common and more advanced procedures.

Required Subinternship Objectives: Emergency Medicine Pathway students may select between a required Medicine Subinternship, OB/GYN Subinternship, Pediatric Subinternshp or Surgery Subinternship
By the end of the rotation learners will be able to:

1. Take ownership of their patients and be the primary point person regarding their care.
2. Demonstrate the ability to care for patients with increasing independence while seeking help when appropriate
3. Handle the daily tasks of an intern including preparing for rounds, presenting on rounds, interprofessional knowledge and communication skills, and patient interactions, histories and physicals, note writing of all varieties, and sign-out in a proficient and efficient manner.
4. Apply their knowledge towards diagnosis and management of common acute complaints and chronic conditions, creating care plans and communicating with consultants as necessary.
5. Perform general procedures through demonstration of the necessary preparation and key issues required for the performance of procedures, including understanding patient-specific factors, indications, contraindications, risks, benefits, and alternatives. 
6. Demonstrate reliable mechanical skills in performing procedures in most situations and knows when to seek help for procedures or situations beyond the learner’s abilities.
7. Perform safe transitions of care, coordination of care, and discharge planning.

Rotations Required of Students Interested in Emergency Medicine
Subinternship in Emergency Medicine (four weeks)
At clinical sites utilized by the Department of Emergency Medicine, student evaluations will be based upon daily reports by clinical faculty. Learning opportunities are afforded through bedside teaching, morning report, departmental conferences and medical student didactic conferences. Special didactic sessions for medical students will address issues unique to Emergency Medicine such as resuscitation, wound care, toxicology and pediatric emergencies.

Objectives of Emergency Medicine Rotation.
By the end of the rotation, the student will be able to:

• Recognize signs and symptoms of patients with unstable medical conditions;
• Initiate appropriate initial treatment of unstable patients;
• Provide initial care and evaluation of patients with acute trauma;
• Care for acute soft tissue and orthopedic injuries;
• Manage patients with acute environmental and toxicologic conditions;
• Initiate appropriate initial testing of emergent patients and understand limitations of testing in the ED;
• Evaluate and care for emergent patients with primary or concomitant psychiatric illness;
• Understand tenets of caring for patients with other acute medical conditions.

Additionally, the student should become familiar with the workings and organization of an Emergency Medicine residency program, including conferences, teaching rounds and research activity.

Required Critical Care Rotation
Objectives of Critical Care Rotation.
To become familiar with the care of critically ill patients, including pathophysiology, invasive monitoring, and advanced procedural techniques in the critical care setting.

Additional Suggested Electives
Emergency Medicine (four weeks) [ideally at a different site with an EM residency]
Objectives of Emergency Medicine Rotation.

• Give the student some basis upon which to compare different EM training programs.
• There is a greater variety among the existing residency formats for training in EM than for most specialties. Programs may be three or four years, some begin in PGY-1, others in PGY-2. They vary widely in the amount of time spent in emergency settings and the "off-service" rotations. They also vary in teaching activities and conferences. By gaining firsthand exposure to a second residency program, the student will be able to make more informed decisions regarding his priorities in selecting a training site.

Diagnostic Radiology (four weeks)
Objectives:
To become familiar with, and gain experience in, common diagnostic radiograph interpretation. Particular attention should be paid to the interpretation of those studies commonly obtained in the ED including the chest, axial skeleton and extremities.

Cardiology (four weeks)
Cardiology with emphasis on EKG interpretation.
Objectives:

• Gain experience in the interpretation of EKGs. Special attention should be paid to the recognition of acute infarction, ischemia and dysrhythmias;
• Become familiar with the acute care of patients with chest pain and/or suspected ischemic cardiac disease;
• Recognize clinical signs of valvular and other cardiac diseases.

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Learning Resources

Sample Standard SLOE 2019-2020

Sample SLOE (non-EM Residency)

1. Curriculum and Advisory Committee:
   All students are encouraged to review your elective selections and their relationship to Emergency Medicine. In addition, students are strongly encouraged to discuss strategy for the NRMP, including the process for selecting programs, interviewing and prioritizing the rank order. If you have no established relationship with a member of the department, you may contact one of the members of the departmental Curriculum and Advisory Committee. Please contact:
   Michael Pasirstein, M.D., MPH, FACEP, Course Director and Pathway Director mjp35@drexel.edu
   
2. SAEM Residency Listing:
   The Society for Academic Emergency Medicine maintains a listing on the World Wide Web of all residency programs, as well as opportunities for medical students to rotate at many of these sites.
   The URL is: https://www.saem.org/home/rams
3. Department of Emergency Medicine
   More information can be found on the department's Web site at: http://www.drexelmed.edu/emergency_medicine/
4. Clerkship Directors of Emergency Medicine MS4 Online Curriculum  https://www.saem.org/cdem/education/online-education/m4-curriculum
5. Emergency Medicine Residents' Association (EMRA)
   emra.org/
6. EMRA Advising Resources
   https://www.emra.org/students/advising-resources/
7. EMRA Match - Clerkships
   http://www.emra.org/match/clerkships
8. EMRA Match - Residencies
   https://webapps.emra.org/match
9. Council of Residency Directors in EM (CORD)
10. CORD Medical Student Resources
    https://www.cordem.org/resources/professional-development/ascem/
11. EMRA and CORD Student Advising Guide: An Evidence-Based Approach to Matching in Emergency Medicine
    

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Evaluation of the Student
The student's performance in each rotation will be evaluated by supervising physicians, and residents when appropriate, using the standard Drexel University College of Medicine clinical evaluation form. Students not receiving a grade of satisfactory or higher will be counseled and provided with remediation.

Evaluation of 4th year Courses
Upon completion of each rotation, students are encouraged to complete the end-of-rotation evaluation form in DOCSS. Students have the opportunity to provide feedback on the rotation as well as on specific faculty (and residents) with whom they worked in DOCSS. All feedback is de-identified.

Evaluation of the Pathway
Students are encouraged to complete an end-of-year Pathway evaluation for the Pathway. The feedback from this evaluation will help in advising future students more effectively.

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