Practical Teaching in Emergency Medicine

✍ Scribed by Robert L. Rogers, Amal Mattu, Michael Winters, Joseph Martinez

• Publisher: BMJ Books
• Year: 2009
• Tongue: English
• Leaves: 259
• Edition: 1
• Category: Library

✦ Synopsis

Inherent to the teaching and practice of emergency medicine are specific challenges not found in other specialties - the unknowns of the emergency department, the need to identify life- and limb-threatening conditions, the pressure to solve problems and find solutions quickly, and the orchestration of clinical specialists and ancillary services.Because of these unique demands, books written by clinicians from other disciplines, that extrapolate their information from other specialties, aren’t always suitable references for teachers of emergency medicine. This book is different – it shows how to incorporate effective teaching strategies into the unique teaching atmosphere of the emergency department, how to effectively lecture, lead small groups, give feedback, foster life-long faculty development skills, and much more – it is written by emergency medicine physicians for emergency medicine physicians.Practical Teaching in Emergency Medicine gets to the essential core of how to best teach the art of practicing emergency medicine – and provides the blueprint to become a better teacher, providing guidance on how to accomplish skilful teaching in busy emergency departments. It provides emergency physicians and trainees with the necessary tools to effectively and efficiently transmit information to learners in the often times chaotic emergency department environment.

✦ Table of Contents

Cover Page......Page 1
Title: Practical Teaching in Emergency Medicine......Page 3
ISBN 1405176229......Page 4
Dedication......Page 5
Contents (with page links)......Page 6
Associate Editors......Page 8
Contributors......Page 9
Preface......Page 14
SECTION 1 Background/Introduction......Page 16
Introduction......Page 18
Learning as a child......Page 19
Learning as an adult......Page 20
Adult learning in the ED......Page 22
Conclusion......Page 29
References......Page 30
Obstacles inherent to the ED......Page 31
Learner-based obstacles......Page 33
Solutions......Page 34
Conclusion......Page 37
References......Page 38
3 Teaching and patient care in emergency medicine......Page 39
The benefits of teaching in emergency medicine......Page 41
Improving patient care and safety......Page 44
Conclusion......Page 45
References......Page 46
SECTION 2 Teaching in the Emergency Department......Page 48
4 Bedside teaching in the emergency department......Page 50
What’s holding us back: barriers to bedside teaching......Page 51
The basics: characteristics of effective bedside teachers......Page 52
The framework: the experience versus explanation cycle......Page 54
Implementation: the art of bedside questioning......Page 56
Closure: effective feedback as it relates to bedside teaching......Page 58
References......Page 62
Prepare to teach and learn......Page 63
The process of learning......Page 66
Putting theory into practice......Page 69
Creating a procedural education elective for preclinical medical students......Page 72
References......Page 74
Introduction......Page 75
General guidelines for providing effective feedback......Page 76
Additional feedback methods and tools......Page 82
References......Page 85
7 The computer as a teaching tool......Page 87
Top 10 recommended Websites to use during a shift......Page 99
References......Page 100
Communication and professionalism......Page 102
Recommendation 2: promote openness to continual growth......Page 103
Recommendation 4: observe, listen, evaluate and offer feedback......Page 104
Recommendation 5: explicitly outline key components of a patient encounter, including the initial introduction, patient-centered......Page 105
Recommendation 6: recognize the importance of communicating well with nurses......Page 112
Recommendation 7: frame the approach to communicating clearly, respectfully, and confidently with consultants......Page 113
Remediation of students having difficulty with professionalism and communication......Page 114
Conclusion......Page 115
References......Page 117
SECTION 3 Teaching Specific Groups......Page 118
Why teach medical students?......Page 120
What is so unique about emergency medicine (EM)?......Page 121
What are the problems unique to EM?......Page 122
Teaching philosophy......Page 123
Educational objectives and curriculum......Page 124
Clinical teaching......Page 125
Techniques to prevent the student from being overwhelmed or overwhelming you......Page 127
References......Page 128
Introduction......Page 129
Models for teaching off-service residents......Page 130
Practical tips to improve models of teaching......Page 134
Conclusion......Page 138
References......Page 139
EM residency infrastructure and support......Page 140
The core competencies......Page 146
Clinical teaching paradigms for EM faculty......Page 151
Tailoring the individual resident experience......Page 157
References......Page 159
Setting teaching expectations......Page 161
Pitfalls of resident teaching......Page 165
Learner assessment......Page 168
Conclusion......Page 169
References......Page 171
SECTION 4 Improving as an Educator in Emergency Medicine......Page 172
13 Characteristics of great teachers......Page 174
What do learners want from their teachers?......Page 175
What do medical educators believe are characteristics of great teachers?......Page 176
What styles do great teachers use?......Page 178
What are environmental adjuncts and barriers to successful teachers?......Page 179
Conclusion......Page 180
References......Page 181
Introduction......Page 183
Rule #1: Know the type of talk you are giving......Page 184
Rule #3: Know your ending......Page 186
Rule #5: Know your material......Page 187
Rule #6: Pay attention to your voice and tone......Page 188
Rule #7: Know your body language......Page 189
Rule #8: Know your environment......Page 190
Rule #9: Set the ground rules......Page 191
Now that you have got it all together: Practice, practice, practice......Page 192
References......Page 194
Benefits of small group discussions......Page 195
When to use small groups......Page 196
Characteristics and techniques of a good facilitator......Page 198
Getting started with a small group discussion......Page 201
Challenges and solutions of small group discussions......Page 204
Conclusion......Page 205
References......Page 206
Defining faculty development......Page 207
Practicing in an academic setting......Page 208
Setting goals......Page 209
Developing a customized program......Page 210
Finding resources......Page 212
Promotion......Page 220
Conclusion......Page 221
References......Page 223
Recommended reading......Page 224
SECTION 5 Teaching Techniques and Strategies......Page 226
Strategies versus traits......Page 228
Models to guide ED teaching......Page 229
When you first encounter a learner: E and D......Page 230
For each teaching encounter: STAT......Page 233
Teach a focused teaching point......Page 234
Assess and give feedback......Page 237
Summary......Page 238
References......Page 239
Introduction......Page 240
Clarify expectations......Page 241
Teach, don’t taunt......Page 242
Activate your learners......Page 243
A little autonomy goes a long way......Page 244
Practice safe learning......Page 245
Food for thought......Page 246
Summary......Page 247
Index (with page links)......Page 250