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International Federation for Emergency Medicine model curriculum for medical student education in emergency medicine
  1. Cherri Hobgood1,
  2. Venkataraman Anantharaman2,
  3. Glen Bandiera3,
  4. Peter Cameron4,
  5. Pinchas Halpern5,
  6. James Holliman6,
  7. Nicholas Jouriles7,
  8. Darren Kilroy8,
  9. Terrence Mulligan9,
  10. Andrew Singer10,
  11. for the International Federation for Emergency Medicine
  1. 1University of North Carolina School of Medicine, Chapel Hill, North Carolina, USA
  2. 2Singapore General Hospital, Singapore, Singapore
  3. 3St Michael's Hospital, University of Toronto, Toronto, Ontario, Canada
  4. 4The Alfred Hospital Emergency and Trauma Centre, Monash University, Melbourne, Australia
  5. 5Tel Aviv Medical Center, Tel Aviv, Israel
  6. 6Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
  7. 7Akron General Medical Center, Akron, Ohio, USA
  8. 8College of Emergency Medicine, London, UK
  9. 9Erasmus University School of Medicine, Rotterdam, The Netherlands
  10. 10Canberra Hospital, Woden, Australia
  1. Correspondence to Dr Darren Kilroy, College of Emergency Medicine, Poplar Grove, Stockport SK2 7JE, UK; darren.kilroy{at}


Currently, there is no internationally recognised, standard curriculum that defines the basic minimum standards for emergency medicine education. To address this, the International Federation for Emergency Medicine convened a committee of international experts in emergency medicine and international emergency medicine development to outline a global curriculum for medical students in emergency medicine. This curriculum document represents the consensus of recommendations by this committee. The curriculum is designed with a focus on the basic minimum emergency medicine educational content that any medical school should be delivering to its students during their undergraduate years of training. The content is relevant not just for communities with mature emergency medicine systems, but also for developing nations or for nations seeking to expand emergency medicine within current educational structures. It is anticipated that there will be wide variability in how this curriculum is implemented and taught, reflecting the existing educational milieu, the resources available and the goals of the institutions' educational leadership.

  • Clinical assessment
  • competence
  • curriculum
  • education
  • international emergency medicine
  • medical education
  • medical students
  • resuscitation
  • training

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  • Competing interests None.

  • Provenance and peer review Not commissioned; externally peer reviewed.

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