The ALiEM Medical Education in Cases (MEdIC) Series has been a regular feature of our website for almost 3 years. It has been previously featured as a Top 5 What Works abstract at the International Conference on Residency Education in 2014. At the time of our ICRE presentation, we presented our free e-book of our first years’ cases. Now, it’s time for our second edition.
Welcome to season 3, episode 7 of the ALiEM Medical Education in Cases (MEdIC) series! Our team (Brent Thoma, Sarah Luckett-Gatopoulos, Tamara McColl, Eve Purdy, John Eicken, and Teresa Chan) is pleased to welcome you to our online community of practice where we discuss difficult medical education cases each month. As usual, the community discussion will be reviewed using qualitative research methods to produce a curated summary that will be combined with two expert responses to create a functional teaching resource.
This month’s case dives into the truth omitting or fibbing resident. Why do some learners lie and how should staff respond?
The Case of the Pimping Physician outlined a scenario where a resident physician experiences . What did the ALiEM community think of this case? This month the MEdIC team (Brent Thoma, Sarah Luckett-Gatopoulos, Tamara McColl, Eve Purdy, John Eicken, and Teresa Chan), hosted a MEdIC series discussion around this issue with insights from the ALiEM community. We are proud to present to you the Curated Community Commentary and our 2 expert opinions. Thank-you to all our participants for contributing to the very rich discussions last week.
The Case of the Catastrophic Classroom outlined a scenario where a junior faculty member is tasked with revamping didactics at her institution. We joined Jill as she walked through various phases of discovery, building empathy for her stakeholders. This case was subsequently discussed at the CORD Academic Assembly 2016 (#CORDaa16) where 4 teams competed to design novel solutions for this complicated problem.
This month the ALIEM Design team, led by Drs. Teresa Chan (@TChanMD), Catherine Patocka (@patockaem), Jeremy Voros (@vorosmd) co-hosted a design challenge with CORD’s Dr. Rob Cooney (@EMeducation) where a keen bunch of creative medical educators participated to identify the problems and pitch possible solutions that might work for Jill. Their discussion and solutions were based on the insights and suggestions from the ALiEM community. We are proud to present to you the Curated Community Commentary and our Design Hackathon team solutions. Thank-you to all our participants for contributing to the very rich discussions last week.
This ALiEM MEdIC series is part of a very special event! In a few days in Nashville, TN the ALiEM Design Fellows (Dr. Catherine Patocka & Dr. Jeremy Voros) and I will be joining forces with CORD’s Dr. Rob Cooney to organize a special Design Thinking Hackathon. This workshop will take place at CORD’s 2016 Academic Assembly, which is only a few days away. We are very excited that our Design fellows team will be helping to introduce people to the world of Design Thinking!
During our session we will be challenging a group Emergency Medicine educators from all across the nation to rethink their local residency conference (#EMConf). But we need YOUR help! And we’re asking it via the ALiEM MEdIC series through the Case of the Catastrophic Classroom.
It’s been another amazing year here at ALiEM. The beginning of a new year is a time to reflect about where we have been and where we are hoping to go! In the past year, we have continued to see a rapid growth of innovations and projects. Under the leadership of Dr. Michelle Lin, the ALiEM team has grown to become an international organization with over 50 volunteers all helping to not only write for the blog (such as the new Healthy in EM series), but also to create new projects like our Chief Resident incubator (affectionately known as the “CRincubator”), 60-Second Soap Box, and ALiEMU!
Thanks to the leadership and design expertise of our ALiEM Digital Fellowship team, we have assembled an annual report to update everyone on our projects this year. We are proud to present our 2015 Annual Report, which highlights many projects and collaborations, as well as some behind the scenes insights.
There is a great need for faculty development, also known as professional development, in medicine and more specifically medical education. A recent JGME publication advocates for more online opportunities for faculty to join digital communities of practice and communities of inquiry to harness the power of experts and mentors worldwide [free PDF]. With our recent successes with the Chief Resident Incubator, which includes over 170 EM chief residents in North America, it was only a natural evolution for us to build a faculty-based incubator.
Thus we are proud and excited to announce that applications are now open for the new 2016-17 ALiEM Faculty Incubator for educator-scholars ready to take their careers to the next level — from theory to application. Applications are open NOW. Here are the top 5 reasons we are incredibly excited about this collaborative opportunity in education scholarship.