How I Educate Series: Jailyn Avila, MD
This week’s How I Educate post features Dr. Jailyn Avila, core faculty at Southwest Healthcare EM Residency and creator of Core Ultrasound. Dr. Avila spends approximately 70% of her shifts with learners which include emergency medicine residents, off-service residents, and medical students. She describes her practice environment as a hybrid academic/community practice that is about to start its 3rd year of EM residents. Below she shares with us her approach to teaching learners on shift. Name 3 words that describe a teaching shift with you. Focused, contentious, applicable. What delivery methods do use when teaching on shift? Mostly verbal, [+]
How I Educate Series: Sara Dimeo, MD
This week’s How I Educate post features Dr. Sara Dimeo, the Program Director at East Valley Emergency Medicine. Dr. Dimeo spends approximately 70% of her shifts with learners which include emergency medicine residents, off-service residents, and medical students. She describes her practice environment as a busy, level 1 trauma center in the East Valley of Phoenix, Arizona with an annual patient volume of ~70K. Our sister hospital Mercy Gilbert has a new Women's and Children's pavilion where a pediatric ED will be opening in conjunction with Phoenix Children's hospital. The program is a community-based EM program with all of [+]
How I Educate Series: Whitney Johnson, MD
This week’s How I Educate post features Dr. Whitney Johnson, the Director of Education at UHS SoCal Medical Education Consortium. Dr. Johnson spends approximately 50-60% of her shifts with learners which include emergency medicine residents, off-service residents, and medical students. She describes her practice environment as two high-volume community hospitals. Below she shares with us her approach to teaching learners on shift. Name 3 words that describe a teaching shift with you. Cerebral, practical, inquisitive. What delivery methods do use when teaching on shift? Open discussion. What learning theory best describes your approach to teaching? Deliberate practice primarily, but [+]
How I Educate Series: Tarlan Hedayati, MD
This week’s How I Educate post features Dr. Tarlan Hedayati, the Chair of Education at Cook County Hospital. Dr. Hedayati spends approximately 90% of her shifts with learners, including emergency medicine residents, off-service residents, and medical students. She describes her practice environment as a large, public, urban, Level 1 trauma center. Below she shares with us her approach to teaching learners on shift. What delivery methods do use when teaching on shift? Some of the other attendings joke that they know when I've been working because the garbage can is full of paper towels I've used to write on [+]
52 Articles in 52 Weeks, 3rd edition (2022)
How can I keep up with so many landmark articles in Emergency Medicine (EM)? This is an often asked question we hear from interns and residents. Published in 2013 (1st edition) and 2016 (2nd edition), the "52 Articles in 52 Weeks" compendium is a compilation of 52 journal articles provided interns a list to read over a 52-week period, at an average pace of 1 journal article per week. We present the updated 2022 compilation. Methodology for Article Selection We primarily build off of the original list from 2016. These 52 articles were refreshed such that newer landmark articles [+]
How I Educate Series: Christina Shenvi, MD
This week’s How I Educate post features Dr. Christina Shenvi, the Director of the Office of Academic Excellence and former Associate Residency Director at the University of North Carolina, Chapel Hill. Dr. Shevani spends approximately 80% of her shifts with learners, including emergency medicine residents, off-service residents, and medical students. She describes her practice environment as tertiary care academic center. Below she shares with us her approach to teaching learners on shift. Name 3 words that describe a teaching shift with you. Interactive, team-based, and collaborative. What delivery methods do use when teaching on shift? Verbal discussions usually with [+]
EM Match Advice 39: Mailbag Q&A as a Mid-Interview Season Check-In
The holiday season is soon ending, but the residency interview season is only at the half-way point. Based on your recently submitted questions, you are encountering unforeseen dilemmas about navigating the interview and post-interview season. Dr. Sara Krzyzaniak (EM program director at Stanford) hosts this quick Mailbag Q&A episode with Dr. Michelle Lin (ALiEM Founder/UCSF) and featuring the ever-wise Dr. Matt Pirotte (EM program director at Vanderbilt). We discuss the nuances around: Preference signaling Writing letters or emails of interest Meaningfully connecting with busy program directors We also answer the perennial question of "Really, how important IS the interview [+]
How I Educate Series: Mark Ramzy, DO
This week’s How I Educate post features Dr. Mark Ramzy, an EM attending and Intensivist at RWJBH Community Medical Center in New Jersey. Dr. Ramzy spends approximately 90% of his shifts with learners which include emergency medicine residents, internal medicine residents, and medical students. He describes his practice environment as a split time between the ED and ICU. ED time includes a scanning shift as part of his ultrasound faculty requirements and his ICU time is split across several different units including a MICU, SICU, and CTICU. Below he shares with us his approach to teaching learners on shift. [+]
Free Comprehensive Curriculum: Climate Change and Emergency Medicine
During the COVID-19 pandemic, a few of us interested in climate change science met through the Society for Academic Emergency Medicine (SAEM), and our group slowly expanded with the virtual world. We discussed the ever-growing number of climate publications and scholarship opportunities available. Some of us did research, education, or policy work, and all of us practiced clinically. Negative climate-related impacts that we see in the Emergency Department We discussed how climate-related impacts negatively affected our patients, and brainstormed how we could tackle the problem now. For us in Rhode Island, Pennsylvania, Wisconsin, Colorado, and California, the climate crisis [+]
IDEA Series: LUDO game to teach residents about urogenital diseases
The Problem: Urogenital diseases are commonly encountered in the emergency department [1]. Both the WHO and CDC recommend early identification and timely management of such diseases, to prevent morbidity and mortality [2, 3]. Additionally, the sensitive nature of this topic as well as cultural factors can limit the exposure and bedside teaching by emergency physicians (EPs). Novel learning methods are needed to prepare EPs to manage urogenital diseases effectively and efficiently. The Innovation The Learning Urogenital Diseases in Oddity (LUDO) gamification-based, timed activity teaches and assesses clinical practice essentials in the management of urogenital diseases among emergency medicine (EM) [+]
Director of Growth, Strategic Alliance Initiative, Center for Innovation and Digital Health
Massachusetts General Hospital;
Chief Scientific Officer, Conductscience.com
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