10 weeks 178 lessons English

Integrated MRCEM Residency Program

Course Outcomes:

Achieve milestone-based success through MRCEM Primary, Intermediate SBA, and the final OSCE.
Master life-saving algorithms including ACLS, ATLS, and ABCDE frameworks to lead resuscitation teams.
Gain hands-on competency in airway management, central access, chest tube insertion, and wound care.
Expertly interpret emergency-grade ECGs, ABGs, and trauma imaging (CT/X-rays) under time pressure.
Understand triage systems, NHS-standard documentation, and clinical governance in a fast-paced ER.
Graduate with your MRCEM (UK) and a Fellowship Certificate in Emergency Medicine from Doctyn Academy.

Overview

Emergency Medicine is the only specialty where you must treat the patient before you have a diagnosis. This requires a unique “Algorithm-Based” mindset that traditional textbooks don’t provide.

We built the 2-Year Integrated MRCEM Program to bridge the gap between theoretical knowledge and high-stakes clinical action. By blending High-Frequency Simulation with Active ED Shift-Postings, we ensure you don’t just learn the “Primary Survey”—you live it. This program is designed for doctors who want to master the chaos of the ER with structured, evidence-based precision.

About the Course

This 24-month intensive program follows a rigorous “Emergency Residency” framework:

Year 1: The Foundation (Primary Focus): Focus on the applied basic sciences—Anatomy, Physiology, and Pharmacology—tailored specifically for the ER. You will rotate through Level 1 ED training, mastering primary surveys and vital stabilization.

Year 2: Advanced Integration (Intermediate SBA): Shift into complex multi-system emergencies, toxicology, and ICU-bound cases. Use our SBA Masterclass to perfect the “Best Next Step” logic required for the Intermediate exam.

OSCE & Simulation Mastery: Train in our specialized Procedural Skills Lab. Through weekly OSCE circuits and station rotations, you will practice breaking bad news and handling difficult patients under the eye of expert mentors.

The Digital Ecosystem: Access our Pretest SBA Platform, an extensive OSCE Video Library, and premium evidence-based resources like UpToDate and PubMed-integrated Dx Platforms.

Curriculum

32 Sections
178 Lessons
10 Weeks

Expand all sectionsCollapse all sections

SECTION 1: PROGRAM GOVERNANCE & LEARNING SYSTEM
15
- 1.1
  1.1 Program Architecture
- 1.2
  1.1. Overview of the program and emergency medicine training pedagogy
- 1.3
  1.1.2 Milestone-based progression (Primary → Intermediate SBA → OSCE)
- 1.4
  1.2 Learning Methodology
- 1.5
  1.2.1 Algorithm-based learning (ABCDE, ACLS, ATLS frameworks)
- 1.6
  1.2.2 High-frequency simulation + case-based learning
- 1.7
  1.2.3 SBA-first + Clinical reasoning hybrid model
- 1.8
  1.3 Digital Learning Ecosystem
- 1.9
  1.3.1 Access to Pretest (SBA-based MCQ platform)
- 1.10
  1.3.2 OSCE video library (station-wise training)
- 1.11
  1.3.3 Access to evidence-based resources (UpToDate or Dx Platform- PubMed)
- 1.12
  1.4 Academic Calendar
- 1.13
  1.4.1 Structured academic + ED shift schedule
- 1.14
  1.4.2 Monthly competency checkpoints
- 1.15
  1.4.3 Quarterly progression assessments
SECTION 2: YEAR 1 – MRCEM PRIMARY + EMERGENCY FOUNDATION
0
2.1 EMERGENCY DEPARTMENT TRAINING – LEVEL 1 (FOUNDATION)
15
- 3.1
  2.1.1 Clinical Skills: Primary survey (ABCDE approach)
- 3.2
  2.1.2 Clinical Skills: Basic airway management
- 3.3
  2.1.3 Clinical Skills: Vital stabilization principles
- 3.4
  2.1.4 Clinical Skills: Recognition of critically ill patients
- 3.5
  2.1.5 INVESTIGATION INTERPRETATION
- 3.6
  2.1.6 ECG: Basic arrhythmias, Ischemia patterns
- 3.7
  2.1.7 ABG: Acid-base disorders, Compensation patterns
- 3.8
  2.1.8 Imaging: Chest X-ray basics, Trauma X-ray interpretation
- 3.9
  2.1.9 Lab data interpretation: Sepsis markers, Electrolyte emergencies
- 3.10
  2.1.10 Clinical Activity
- 3.11
  2.1.10.1 Clinical Activity: ED shift-based postings
- 3.12
  2.1.101.2 Clinical Activity: Triage observation and participation
- 3.13
  2.1.10.2 Clinical Activity: Case clerking (acute presentations)
- 3.14
  2.1.10.3 Clinical Activity: Procedure assistance
- 3.15
  2.1.10.4 Clinical Activity: Case discussions (weekly
2.2 BASIC SCIENCES FOR EM (Dynamic Rotation Plan)
20
- 4.1
  2.2.1 Anatomy (Applied)
- 4.2
  2.2.1.1 Airway anatomy
- 4.3
  2.2.1.2 Neuroanatomy (stroke/trauma relevance)
- 4.4
  2.2.1.3 Thoracic & abdominal anatomy
- 4.5
  2.2.1.4 Vascular access landmarks
- 4.6
  2.2.2 Physiology
- 4.7
  2.2.2.1 Shock physiology
- 4.8
  2.2.2.2 Respiratory mechanics
- 4.9
  2.2.2.3 Cardiac output & perfusion
- 4.10
  2.2.2.4 Acid-base balance
- 4.11
  2.2.3 Pharmacology
- 4.12
  2.2.3.1 Emergency drugs
- 4.13
  2.2.3.2 Adrenaline, noradrenaline
- 4.14
  2.2.3.3 Sedatives and analgesics
- 4.15
  2.2.3.4 Antiarrhythmics
- 4.16
  2.2.3.5 Toxicology basics
- 4.17
  2.2.4 Pathology
- 4.18
  2.2.4.1 Inflammation & sepsis cascade
- 4.19
  2.2.4.2 Trauma response
- 4.20
  2.2.4.3 Coagulation disorders
2.3 CORE EMERGENCY MEDICINE (SYSTEM-WISE)
30
- 5.1
  2.3.1 Cardiovascular Emergencies
- 5.2
  2.3.1.1 Acute coronary syndrome
- 5.3
  2.3.1.2 Arrhythmias (shockable vs non-shockable)
- 5.4
  2.3.1.3 Cardiac arrest algorithms
- 5.5
  2.3.2 Respiratory Emergencies
- 5.6
  2.3.2.1 Acute asthma
- 5.7
  2.3.2.2 COPD exacerbation
- 5.8
  2.3.2.3 Pneumothorax
- 5.9
  2.3.2.4 Pulmonary embolism
- 5.10
  2.3.3 Neurological Emergencies
- 5.11
  2.3.3.1 Stroke protocols
- 5.12
  2.3.3.2 Seizures & status epilepticus
- 5.13
  2.3.3.3 Head injury
- 5.14
  2.3.4 Shock & Sepsis
- 5.15
  2.3.4.1 Septic shock
- 5.16
  2.3.4.2 Hypovolemic shock
- 5.17
  2.3.4.3 Anaphylaxis
- 5.18
  2.3.5 Trauma (ATLS-Based)
- 5.19
  2.3.5.1 Primary & secondary survey
- 5.20
  2.3.5.2 Polytrauma management
- 5.21
  2.3.5.3 Spine and head injuries
- 5.22
  2.3.6 Gastrointestinal Emergencies
- 5.23
  2.3.6.1 GI bleeding
- 5.24
  2.3.6.2 Acute abdomen
- 5.25
  2.3.6.3 Pancreatitis
- 5.26
  2.3.7 Endocrine Emergencies: DKA • HHS • Thyroid storm
- 5.27
  2.3.8 Toxicology & Environmental Emergencies
- 5.28
  2.3.8.1 Poisoning management
- 5.29
  2.3.8.2 Antidote
- 5.30
  2.3.8.3 Snake bite & envenomation
2.4 NON-CLINICAL TOPICS
4
- 6.1
  2.4.1 Clinical governance in ED
- 6.2
  2.4.2 Consent in emergency settings
- 6.3
  2.4.3 Risk management
- 6.4
  2.4.4 Evidence-based emergency medicine
2.5 PRETEST SYSTEM
3
- 7.1
  2.5.1 Topic-wise SBA MCQs (daily targets)
- 7.2
  2.5.2 Weekly EM-focused tests
- 7.3
  2.5.3 Monthly cumulative exams
2.6 REVISION FRAMEWORK (3-CYCLE MODEL)
3
- 8.1
  2.6.1 Cycle 1: Concept + algorithm understanding
- 8.2
  2.6.2 Cycle 2: SBA-driven revision
- 8.3
  2.6.3 Cycle 3: Weak area + time-based drills
2.7 PRIMARY EXAM PREP
3
- 9.1
  2.7.1 Basic sciences revision
- 9.2
  2.7.2 SBA mock exams
- 9.3
  2.7.3 Time-pressure solving drills
SECTION 3: YEAR 2 – INTERMEDIATE SBA + ADVANCED EM TRAINING
0
3.1 ADVANCED EMERGENCY MEDICINE
3
- 11.1
  3.1.1 Multi-system emergencies
- 11.2
  3.1.2 Complex shock states
- 11.3
  3.1.3 ICU-bound emergency cases
3.2 INVESTIGATION INTERPRETATION (Advanced)
4
- 12.1
  3.2.1 ECG: Advanced arrhythmias, STEMI equivalents
- 12.2
  3.2.2 ABG: Mixed acid-base disorders
- 12.3
  3.2.3 Imaging: CT head (stroke/trauma), CT abdomen basics
- 12.4
  3.2.4 Lab data: Pattern-based diagnosis
3.3 SBA MASTERCLASS (INTERMEDIATE)
4
- 13.1
  3.3.1 Long clinical scenarios
- 13.2
  3.3.2 Best next step approach
- 13.3
  3.3.3 Prioritization in ED
- 13.4
  3.3.4 Guideline-based decision making
3.4 EMERGENCY & CRITICAL CARE
4
- 14.1
  3.4.1 Advanced airway management
- 14.2
  3.4.2 Ventilation basics
- 14.3
  3.4.3 Vasopressor use
- 14.4
  3.4.4 Sepsis protocols
3.5 EMERGENCY DEPARTMENT TRAINING – LEVEL 2
9
- 15.1
  3.5.1 Advanced Clinical Exposure
- 15.2
  3.5.1.1 Independent triage decisions
- 15.3
  3.5.1.2 Initial stabilization planning
- 15.4
  3.5.1.3 Emergency procedure assistance
- 15.5
  3.5.2 Rotations:
- 15.6
  3.5.2.1 ICU
- 15.7
  3.5.2.2 Trauma unit
- 15.8
  3.5.2.3 Cardiac emergency
- 15.9
  3.5.2.4 Pediatric emergency
3.6 INTERMEDIATE EXAM PREP
3
- 16.1
  3.6.1 Full-length SBA mocks
- 16.2
  3.6.2 Performance analytics
- 16.3
  3.6.3 Weak zone correction
SECTION 4: OSCE (CLINICAL & SIMULATION MASTERY)
0
4.1 OSCE STATION TRAINING
11
- 18.1
  4.1.1 Resuscitation Stations
- 18.2
  4.1.1.1 Cardiac arrest management
- 18.3
  4.1.1.2 Airway algorithms
- 18.4
  4.1.2 Clinical Skills Stations
- 18.5
  4.1.2.1 Focused examination
- 18.6
  4.1.2.2 Procedural explanation
- 18.7
  4.1.3 Communication Stations
- 18.8
  4.1.3.1 Breaking bad news
- 18.9
  4.1.3.2 Consent in emergencies
- 18.10
  4.1.3.3 Handling difficult patients
- 18.11
  4.1.4 Data Interpretation Stations – ECG • ABG • Imaging
4.2 PROCEDURAL SKILLS LAB
4
- 19.1
  4.2.1 Airway management (intubation, BMV)
- 19.2
  4.2.2 IV/central access basics
- 19.3
  4.2.3 Chest tube insertion (simulation)
- 19.4
  4.2.4 Suturing and wound care
4.3 OSCE SIMULATION PROGRAM
3
- 20.1
  4.3.1 Weekly OSCE circuits
- 20.2
  4.3.2 Station rotation system
- 20.3
  4.3.3 Examiner-style feedback
4.4 EMERGENCY DEPARTMENT TRAINING – LEVEL 3 (OSCE FOCUSED)
3
- 21.1
  4.4.1 Leading resuscitation (supervised)
- 21.2
  4.4.2 Independent patient stabilization
- 21.3
  4.4.3 ED documentation training
4.5 FINAL OSCE PREP
3
- 22.1
  4.5.1 10–15 full mock OSCEs
- 22.2
  4.5.2 Individual feedback loops
- 22.3
  4.5.3 Last-mile corrections
SECTION 5: ASSESSMENT & QUALITY CONTROL
0
5.1 Continuous Assessment
3
- 24.1
  5.1.1 Weekly SBA tests
- 24.2
  5.1.2 Monthly exams
- 24.3
  5.1.3 OSCE evaluations
5.2 Progression Criteria
3
- 25.1
  5.2.1 Minimum SBA accuracy thresholds
- 25.2
  5.2.2 Clinical competency validation
- 25.3
  5.2.3 Simulation performance benchmarks
5.3 Internal Certification
4
- 26.1
  5.3.1 Primary readiness certification
- 26.2
  5.3.2 Intermediate readiness certification
- 26.3
  5.3.3 Fellowship Certificate from Doctyn Academy
- 26.4
  5.3.4 OSCE clearance
SECTION 6: MENTORSHIP & STUDENT SUCCESS SYSTEM
0
6.1 Mentorship Model
2
- 28.1
  6.1.1 Dedicated mentor groups
- 28.2
  6.1.2 Monthly 1:1 reviews
6.2 Performance Tracking
2
- 29.1
  6.2.1 Weak area heatmaps
- 29.2
  6.2.2 Personalized study plans
6.3 Retention & Burnout Management
3
- 30.1
  6.3.1 Shift-work adaptation training
- 30.2
  6.3.2 Peer learning groups
- 30.3
  6.3.3 Performance motivation cycles
SECTION 7: CLINICAL LOGBOOK & COMPETENCY TRACKING
8
- 31.1
  7.1 Minimum case requirements:
- 31.2
  7.1.1 100 acute ED cases
- 31.3
  7.1.2 30 resuscitations
- 31.4
  7.1.3 20 trauma cases
- 31.5
  7.1.4 20 airway management assists
- 31.6
  7.2 Case logs:
- 31.7
  7.2.1 Procedure logs
- 31.8
  7.2.2 Skill validation checklists
SECTION 8: VALUE-ADDED DIFFERENTIATORS
9
- 32.1
  8.1 Digital
- 32.2
  8.1.1 2-year Pretest access
- 32.3
  8.1.2 OSCE video bank
- 32.4
  8.1.3 Emergency algorithms library
- 32.5
  8.1.4 Access to UpToDate / PubMed
- 32.6
  8.1.5 NHS documentation standards
- 32.7
  8.2 Global Readiness
- 32.8
  8.2.1 UK-style ED triage system
- 32.9
  8.2.2 Emergency communication protocols

FAQs

How does the ED Training differ from standard hospital duties?

Our training is structured. You aren't just "on duty"; you follow a competency-based logbook requiring 100 acute cases and 30 resuscitations, all supervised and validated by senior consultants.

Is the program aligned with the latest Royal College curriculum?

Absolutely. Our curriculum is dynamically updated to reflect the latest RCEM guidelines, UK-style triage protocols, and the most recent SBA exam patterns.

What if I struggle with the OSCE component?

The OSCE is often the most intimidating part. We provide 10–15 full-length mock OSCEs with individual feedback loops to ensure your communication and physical exam techniques are flawless

Can I manage this program alongside my current job?

The program is designed for working professionals. We offer a structured academic schedule that integrates with your ED shifts, utilizing a 3-cycle revision model to maximize retention without burnout

Integrated MRCEM Residency Program

₹2,000,000 *

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100% positive reviews 178 lessons Language: English Assessments: Yes

₹2,000,000 *

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The clinical training exceeded my expectations. Expert faculty and hands-on learning helped me strengthen my practical skills and confidence. A valuable step forward in my medical career.

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Integrated MRCEM Residency Program

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Integrated MRCEM Residency Program

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Integrated MRCEM Residency Program

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Integrated MRCEM Residency Program

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