Faculty mentor/PI email address
jim010@aol.com
Is your research Teaching and Learning based?
1
Keywords
Emergency medicine education; interleaving; curriculum design; cognitive load theory; graduate medical education; pattern recognition; clinical education.
Date of Presentation
5-6-2026 12:00 AM
Poster Abstract
Background
Emergency medicine (EM) training occurs within a clinical environment characterized by rapid context switching, diagnostic uncertainty, and frequent transitions between unrelated clinical problems. Didactic curricula that rely only on block-based topic organization may not fully reflect the cognitive demands of real emergency department practice.
Objective
To propose a developmentally adaptive hybrid model of EM curricular design that integrates early block learning during the onboarding phase of new residents, progressing to a general approach of interleaved learning. Specialized topics, can be introduced using block learning at any time during the residency years.
Methods / Conceptual Approach
This conceptual educational model synthesizes principles from cognitive load theory, interleaving research in learning science, and experiential observations from emergency medicine training environments. The proposed framework organizes curriculum design along a developmental continuum: early training emphasizing block structure, especially as part of the onboarding process of new residents, an interleaved mode for intermediate, and advanced staged residents. Highly interleaved case-based learning can be used at any time. Similarly, we propose that specialized topics, can be introduced using block learning at any time during the residency years.
Review Results / Model
Early training phases, particularly during the onboarding of new interns, benefit from block-structured sessions that reduce cognitive load while introducing essential protocols, procedures, and workflows. As learners gain foundational schemas, hybrid curricula introduce interlaced topics within thematic frameworks. Intermediate and advanced learners benefit from highly interleaved case discussions that simulate the mixed diagnostic environment of real emergency department shifts. Specialized topics can be introduced using block learning at any time during the residency years.
Conclusions
Emergency medicine education may benefit from curricular structures that evolve alongside learner development. Block learning can establish foundational schemas, while interleaving supports pattern recognition, diagnostic discrimination, and cognitive flexibility necessary for expert emergency physicians.
Disciplines
Emergency Medicine | Medical Education | Medicine and Health Sciences
Included in
The ED is Inherently Interleaved: The Learning Theory Case for Hybrid Resident Conference Curriculum Design in Emergency Medicine: Block for Onboarding and for Specialized Topics with Predominant Interleaving for Intermediate and Advanced Residents
Background
Emergency medicine (EM) training occurs within a clinical environment characterized by rapid context switching, diagnostic uncertainty, and frequent transitions between unrelated clinical problems. Didactic curricula that rely only on block-based topic organization may not fully reflect the cognitive demands of real emergency department practice.
Objective
To propose a developmentally adaptive hybrid model of EM curricular design that integrates early block learning during the onboarding phase of new residents, progressing to a general approach of interleaved learning. Specialized topics, can be introduced using block learning at any time during the residency years.
Methods / Conceptual Approach
This conceptual educational model synthesizes principles from cognitive load theory, interleaving research in learning science, and experiential observations from emergency medicine training environments. The proposed framework organizes curriculum design along a developmental continuum: early training emphasizing block structure, especially as part of the onboarding process of new residents, an interleaved mode for intermediate, and advanced staged residents. Highly interleaved case-based learning can be used at any time. Similarly, we propose that specialized topics, can be introduced using block learning at any time during the residency years.
Review Results / Model
Early training phases, particularly during the onboarding of new interns, benefit from block-structured sessions that reduce cognitive load while introducing essential protocols, procedures, and workflows. As learners gain foundational schemas, hybrid curricula introduce interlaced topics within thematic frameworks. Intermediate and advanced learners benefit from highly interleaved case discussions that simulate the mixed diagnostic environment of real emergency department shifts. Specialized topics can be introduced using block learning at any time during the residency years.
Conclusions
Emergency medicine education may benefit from curricular structures that evolve alongside learner development. Block learning can establish foundational schemas, while interleaving supports pattern recognition, diagnostic discrimination, and cognitive flexibility necessary for expert emergency physicians.