It is 2 a.m. You, the resident, have just spoken to your staff/attending, who told you to do a task. You have seen one, but don’t feel comfortable doing one independently.
This study examines the perception of EM trainees of their competence and adverse events and how they feel about reporting them.
In many academic Emergency Departments, there are “off-service” or non-EM residents rotating in the department. They are sometimes invited to the EM residency conference series for the month. Often times though, they have too many departmental didactic events and obligations of their own that they don’t have time to attend formal EM didactics.
In academia, faculty are expected to do it all– clinical care, bedside teaching, formal didactics, scholarly work, and administrative projects. Asking for protected time, or release time from clinical work, from your department chair is often a difficult negotiation process, especially for junior faculty.
Fresh out of residency and fellowship training, junior faculty are just excited to get started as an academic faculty member. A downpour of exciting opportunities descends upon you, and you just can’t say no to them! A year later passes, and you realize that you are overwhelmed.
What types of methodologies are used to develop a consensus statement? I’m in the midst of helping to write a consensus statement manuscript in education and ran into this great review article. It’s from the British Medical Journal in 1995.
Basically, there are 2 general types of methodologies:
After a chaotic shift, you and your learner sit down to complete the daily evaluation card. There are no significant issues with the learner. Is there anything else to write except ‘great shift’ or ‘read more’?
Can we learn from excellent motivators such as sports coaches? This article by LeBlanc and Sherbino outlines coaching as a teaching technique in the ED.
Wait, what?!
What a terribly written test question!
Residency interview season is quickly approaching!Unique to the field of EM, letters of recommendations from EM faculty are written on a standardized form. The Standardized Letter of Recommendation (SLOR), downloadable from the CORD website, documents information about the student’s performance in the EM clerkship, qualifications, and global assessment. At the end, the letter writer can provide free-text written comments.