J Korean Soc Emerg Med.  2021 Feb;32(1):61-68.

Emergency medicine residents’ needs assessment for education and training using nationwide survey

  • 1Department of Emergency Medicine, Wonju Severance Christian Hospital, Wonju, Korea
  • 2Department of Medical Education, Yonsei University Wonju College of Medicine, Wonju, Korea
  • 3Department of Emergency Medicine, Yeouido St. Mary’s Hospital, College of Medicine, The Catholic University of Korea, Seoul, Korea
  • 4Department of Emergency Medicine, Myongji Hospital, Goyang, Korea
  • 5Department of Emergency Medicine, Soonchunhyang University Bucheon Hospital, Bucheon, Korea
  • 6Department of Emergency Medicine, Dong-A University College of Medicine, Busan, Korea
  • 7Department of Emergency Medicine, Nowon Eulji Medical Center, Eulji University School of Medicine, Seoul, Korea
  • 8Department of Emergency Medicine, Inje University College of Medicine, Busan, Korea
  • 9The Institute for Medical Humanities, Inje University, Busan, Korea
  • 10Department of Emergency Medicine, Korea University Guro Hospital, Seoul, Korea
  • 11Department of Preventive Medicine, University of Ulsan College of Medicine, Ulsan, Korea
  • 12Department of Emergency Medicine, Kyung Hee University Hospital, Seoul, Korea
  • 13Department of Emergency Medicine, Hawhong Hospital, Suwon, Korea


This study was conducted to identify the needs assessment for education and training of emergency medicine (EM) residents.
The results of a national survey of EM residents of the Korean Society of Emergency Medicine in 2019 were used. Education was one of the five categories in the survey. The preferred learning methods and their perceived importance and ability to perform in nine competencies were assessed. The Borich’s needs assessment model was used to analyze their needs.
Among 591 EM residents, 382 responded, and 371 responses were finally analyzed. Regarding the learning methods, junior residents preferred in-hospital conferences, staff lectures, internet resources, and textbooks. Overall, medical knowledge and procedural skills were the most important, and research was less important to recognize. Medical knowledge showed the highest rank in the needs assessment in all years, and ethics and professionalism showed the lowest ranks. The needs for procedural skills were higher in junior years but lower in senior years.
These results will form the basis for the design of training programs to meet the educational needs of EM residents for each grade. Furthermore, an analysis of the educational needs should be done periodically according to the changes and demands of the times.


Emergency medicine; Residents; Education; Needs assessment
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