La revista Academic Emergency Medicine ha creado una nueva función en su página web en la cual todos los resúmenes de los articulos seran traducidos al espanol. Felicidades a AEM por ser la primera revista americana en emergenciologia y unas de las primeras en medicina general por tomar en cuenta a la población de idioma español.
One of the most helpful articles I’ve encountered on teaching oral clinical presentations in the ED is a paper from Academic EM in 2008. It summarizes how to teach the “3-minute EM student presentation.”
What different ways can we assess learners? This fascinating study assesses a new tool – Script Concordance Test (SCT).
Assessing clinical reasoning skills in scenarios of uncertainty: Convergent validity for a Script Concordance Test in an Emergency Medicine clerkship and residency
As a new faculty, one of the first challenges that I encountered was completing evaluation forms for medical students and residents. In our department, a Daily Evaluation Card (DEC) is to be completed at the end of every shift for each learner. These DEC’s are then collated by the program directors to yield a summative final rotation evaluation.
What I wondered was: how can I best use these DEC’s to help learners progress as medical professionals and at the same time provide critical information for the PD’s?
At the end of each Academic Medicine journal issue, there is a great “last page” one-page teaching point in medical education research. There’s no earth-shattering news, but they are great reviews of key elements in education research.
The most recent issue reviews the process of performing an effective database search in medical education research. It was authored by my friend Lauren, who is a medical education librarian at Stanford and a co-author with me on an annual series “Critical Appraisal in Emergency Medicine Education Research”.
An interesting article was published in Medical Education which you don’t see too often in journals. It’s a first-person reflective account of Dr. Ronald Harden’s long and internationally well-regarded career in medical education. No p-value. No sample size calculation. His experiences and lessons learned provide great insight. Here’s his advice to current and future educators.
Let’s rethink how we design our Powerpoint slides. Let’s create design principles using Mayer’s cognitive theory of multimedia learning.
In a nutshell, people learn through two channels — words and images. This dual-channel theory suggests that people process auditory and visual stimuli separately. Each channel requires time to process information before merge into a cohesive cognitive concept.