Teaching Medical Students
Reasons to Teach Medical Students All physicians-in-training were once medical students. As educators, we have a unique opportunity to influence not only medical students’ specialty selection but also their view…
Bedside Teaching in The Emergency Department
What is Holding us Back: Barriers to Bedside Teaching Classically, bedside teaching occurred during inpatient ward rounds conducted by academic professors in university teaching hospitals. This environment was a stable…
Mentoring in Emergency Medicine
Stanford University School of Medicine, Stanford University, Stanford, CA, USAThe Permanente Journal, Portland, OR, USA Mentor and Mentoring Defined A mentor is someone who takes a special interest in the…
Small-Group Discussion Skills
Opportunities for Use of Small Groups In emergency medicine, small groups are beneficial for almost any educational objective. To be successful, enough time and space must be allotted for a…
Use of Simulation in Emergency Department Education
History of Simulation in Education Simulation-based medical education (SBME) has been around since at least 17th century France, where birthing mannequins were used [1]. Despite the long-standing awareness of the…
Adult Learners in The Emergency Department
Learning Theories There are three recognized classic learning theories: behaviorism, cognitive learning, and constructivism [1]. Each of these theories influences curriculum design, teaching, and evaluation. Most educators use elements from…
Teaching and Patient Care in Emergency Medicine
Introduction Why do we choose to teach emergency medicine (EM)? This is a question frequently asked of EM faculty. There are a variety of reasons—some obvious and some subtle. Every…
Providing Feedback in The Emergency Department
Guidelines for Providing Effective Feedback Feedback can be readily adapted as an effective teaching tool into the unique educational environment of the ED. The seminal paper by Ende [1] delineates…
