Foundations of Emergency Medicine (FoEM) has developed a variety of level-specific courses targeting various learning levels within emergency medicine. The following provide a general overview of course descriptions and intended learner levels. Details for each course can be found below and on course-specific web pages in our Learner and Leader menus.
2024-2025 FoEM Course Descriptions
Foundations I (F1)
This longitudinal flipped classroom course was developed for PGY-1 learners and provides a systems-based review of fundamental knowledge and can’t miss diagnoses within the EM Model. Learning Pathways provide content for asynchronous review prior to 30 classroom meetings (50 min) where 3 small group oral boards style cases are discussed with focused teaching points. Learners may reference Essential Learning handouts for self-study and spaced repetition. Coordinated assessments (Rosh Review, PEER) after each meeting may be used to reinforce weekly content, for spaced repetition and/or to aid learner assessment.
- Instructional Method: flipped classroom (vetted independent study -> active learning)
- Target Learners: PGY-1 Residents, Advanced Practice Providers, EM Clerkship students
- Instructor Method: small group instructors (3 preferred), faculty or senior residents
Foundations II (F2)
This advanced curriculum was developed for PGY-2 learners and mirrors Foundations I (flipped classroom, Learning Pathways, paired assessments) but includes more complex diagnoses and critical care management within the EM Model. This course includes 30 classroom meetings (50 min) where 2 small group oral boards style cases are discussed with focused teaching points. Learners may reference Essential Learning handouts for self-study and spaced repetition. Coordinated assessments (Rosh Review, PEER) after each meeting may be used to reinforce weekly content, for spaced repetition and/or to aid learner assessment.
- Instructional Method: flipped classroom (vetted independent study -> active learning)
- Target Learners: PGY-2 Residents
- Instructor Method: small group instructors (2 or 4 preferred), faculty or senior residents
Foundations III (F3)
This advanced curriculum targets PGY-3 or PGY-4 learners with a focus on the “Art of Emergency Medicine.” F3 provides a mix of critical care sessions and topics that are crucial to daily EM practice, but have traditionally been neglected within resident education (e.g. billing and coding, medicolegal pitfalls, decision-making capacity, care of vulnerable populations, wellness, etc). This course includes 30 classroom meetings (50 min) led by a single instructor, including topic discussion and breakout activities. Suggested paired asynchronous content is available for reference. Coordinated assessments (Rosh Review, PEER) after each meeting may be used to reinforce weekly content, for spaced repetition and/or to aid learner assessment. **Selected topics within F3 are appropriate for any level learner.
- Instructional Method: Discussion + Active Learning + Paired Asynchronous Content (optional)
- Target Learners: PGY-3 or PGY-4 Residents (some topics apply to any level learner)
- Instructor Method: single faculty instructor or panel discussion (local topic experts)
ECG I
This flipped classroom course was developed for PGY-1 learners and reviews fundamental skills in ECG interpretation and can’t miss ECG diagnoses. The course is divided into 6 units which include unit summaries (fundamental concept review), 4 challenge ECGs and interpretation guides. Unit summaries and challenge ECGs should be reviewed independently prior to classroom meetings, where learners will engage in small group collaboration and guided interpretation. ECGs are also paired with asynchronous ECG blog posts for more in-depth topic review. Coordinated assessments (Rosh Review) after each meeting may be used to reinforce weekly content, for spaced repetition and/or to aid learner assessment. This course may be implemented longitudinally with 24 single ECG sessions (15-20 min each) OR 6 ECG workshops (50 min each). All can be led by a single instructor.
- Instructional Method: flipped classroom (vetted independent study -> active learning)
- Target Learners: PGY-1 Residents, Advanced Practice Providers, EM Clerkship students
- Instructor Method: single instructor, faculty or senior resident
ECG II
This advanced curriculum targets PGY-2 learners and mirrors ECG I in approach, length and structure but includes more complex ECG concepts and challenges. The course is divided into 6 units which include unit summaries (fundamental concept review), 4 challenge ECGs and interpretation guides. Unit summaries and challenge ECGs should be reviewed independently prior to classroom meetings, where learners will engage in small group collaboration and guided interpretation. ECGs are also paired with asynchronous ECG blog posts for more in-depth topic review. Coordinated assessments (Rosh Review) after each meeting may be used to reinforce weekly content, for spaced repetition and/or to aid learner assessment. This course may be implemented longitudinally with 24 single ECG sessions (15-20 min each) OR 6 ECG workshops (50 min each). All can be led by a single instructor.
- Instructional Method: flipped classroom (vetted independent study -> active learning)
- Target Learners: PGY-1 or PGY-2 Residents
- Instructor Method: single instructor, faculty or senior resident
FoEM Orthopedics Course (NEW 2024)
This novel curriculum includes introductory and fundamental knowledge related to the care of orthopedic conditions from an emergency medicine perspective. We aim to distill essential skills and knowledge, create valuable clinical references to prevent information overload, and prioritize application of knowledge during in-person learning time. The complete course is under development, but will ultimately include fundamental skills workshops and case challenge modules to help learners practice joint specific fracture identification and management. Paired asynchronous resources allow optional in-depth topic review before or after learning sessions. Coordinated assessments (Rosh Review, PEER) are under development but not yet available.
- Instructional Method: Active Learning + Paired Asynchronous Content (optional)
- Target Learners: EM Residents, Advanced Practice Providers, EM Clerkship Students
- Instructor Method: Single instructor (faculty or senior residents)
Urgent Care (UC)
This fundamental knowledge curriculum was developed for EM Residents and Advanced Practice Providers with a focus on common, low acuity presentations within the EM Model. This course includes a series of brief oral boards style cases with focused discussion on identifying hidden higher acuity illness, best practice management and patient education priorities. Text-based and multimedia paired asynchronous resources allow optional in-depth topic review before or after learning sessions. Essential Learning handouts for each topic may be used for self-study and spaced repetition. Coordinated assessments (Rosh Review, PEER) after each meeting may be used to reinforce weekly content, for spaced repetition and/or to aid learner assessment. This course may be implemented longitudinally with 14 single case sessions (minimum 15-20 min each) OR 5 units with multi-case sessions (minimum 50 min each). UC sessions can be led by a single instructor or multiple small group instructors.
- Instructional Method: Active Learning + Paired Asynchronous Content (optional)
- Target Learners: EM Residents, Advanced Practice Providers, EM Clerkship students
- Instructor Method: single or small group instructors (3 preferred), faculty or senior residents
Advanced Practice Provider (APP) Course
The APP course was developed for Advanced Practice Providers and includes an all-encompassing selection of topics from our Urgent Care, ECG I and Foundations I courses which are relevant to the clinical practice of most APPs working in emergency medicine. The APP course focuses on small group, facilitator led cased-based learning . This course is best implemented into formal APP postgraduate training programs with a dedicated weekly didactic curriculum planned for learners and available staff to facilitate cases with learners. Details for course content may be found within the FoEM Course Templates (Quicklinks for Leaders) and course specific pages.
FoEM Clerkship Course
This flipped classroom course was developed for medical student learners and provides an introduction to emergency medicine with an emphasis on the EM mindset. The course focuses on can’t miss diagnoses for the most commonly encountered chief complaints seen in the ED. Time will be spent clarifying the critical differential diagnosis, building a framework for determination of “sick” versus “stable,” and establishing the initial ED workup for common ED chief complaints. Text-based and multimedia paired asynchronous resources curated at the level of the medical student learner allow topic review before or after learning sessions. This course is built around the typical 4-week clerkship with a total of 13 cases and flexibility to focus on the cases most applicable to your site. After the session, learners are given Essential Learning handouts which dive deeper into each of the major diagnoses within the differential for self-study, spaced repetition, and EM shelf preparation. Clerkship sessions can be led by a single instructor or multiple small group instructors, depending on the number of learners at your site.
- Instructional Method: flipped classroom (paired asynchronous content + active learning)
- Target Learners: medical students on their EM clerkship or sub-internship
- Instructor Method: small group instructors (2 preferred), faculty or senior residents
Independent Study Courses & Supplemental Resources
Case-Based Imaging (CBI)
This is an independent study curriculum (learner-navigated) that reviews fundamental image interpretation skills. All learner levels may benefit from this course if they have not received formal imaging education. Modules are “case-based” in that they focus on essential and often time-sensitive diagnoses (appendicitis, pulmonary embolism, etc) targeting the emergency medicine setting but relevant to many specialties. CBI modules include a pre-test, high-yield video instruction with guided notes, and post-test. We recommend you allow Individualized Interactive Instruction (III) credit for this course (1hr/module). CBI may be paired with Foundations I units for integrated learning. *The original Imaging I course has been retired but is still available through the CBI page.
Foundations Frameworks
Frameworks, a supplementary curriculum for Foundations, focuses on teaching organized approaches to common clinical entities and primarily targets MS-4 or PGY-1 learners. The Frameworks curriculum aims to equip emergency medicine residents with cognitive scaffolding to efficiently work up and care for undifferentiated patients (e.g. “Approach to AMS”, “Approach to Stroke”, “Approach to Syncope”, etc). These may be used in the classroom setting as an outline for a chalk talk AND for on-shift teaching as a simple visual resource to provide medical student or resident learners with cognitive approaches to complex patient complaints. Frameworks may be paired with Foundations I units for integrated learning.
In-Training Exam Review Resources
The Comprehensive Board Review eBook is intended to provide a high-yield, systems-based approach to studying for the resident In-Training Exam (ITE) and ABEM Written Board Exam. It is composed of challenge questions and answers divided by and including all systems. It is primarily designed for independent study using the eBook or flashcard option, but may also be used within a hosted classroom session. The ITE High Yield Topics Presentations are lecture-based interactive games which cover high-yield topics with a focus on Cards, Trauma, GI, Peds, Pulm, Tox, Neuro, ID and Geriatrics. Each system may be reviewed in a 30-60 min classroom session, providing up to 9 hours of conference ITE review content. NEW ITE Games Presentations are team-based, board-game style presentations that support high-yield topic review- topics are being expanded over time.
FoEM + Pharmacy Friday Pearls
As a collaboration between FoEM and Pharmacy Friday Pearls by Jimmy Pruitt, PharmD, evidence-based and clinically relevant pharmacology topic reviews are integrated into Foundations I and II Learning Pathways. These may benefit learners as a supplemental resource during independent study of EM core content.