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Education Theory Made Practical: All 8 Volumes Free

Education Theory Made practical all 8 books displayed

After eight years, 240 faculty members, and countless Slack conversations across time zones, the ALiEM Faculty Incubator has come to a close. And with it, we’re celebrating the completion of something I’m incredibly proud to share: the Education Theory Made Practical book series—8 volumes, 77 educational theories and frameworks, now freely available to educators worldwide [download at ALiEM Library].

We became victims of our own success. The mentors and community members we nurtured? They’re now department chairs, deans, and program directors. The people we brought into our sandbox are now making the big decisions and shaping the future of health professions education.

This is both an ending and a celebration.

Celebrating the Final Three Volumes

These final 3 volumes—published together in January 2026—represent the culmination of everything we learned over 8 years of the Faculty Incubator.

Volume 6 covers essential teaching methods and frameworks: Peyton’s Procedural Skills Training, Backward Design Approach, Interleaving, Growth Mindset Theory, Competence by Design (Rx-OCR Coaching Method), Bandura’s Social Learning Theory, PEARLS Debriefing Framework, Learning Conversations, Deliberately Developmental Organizations & Critical Pedagogy, Actor-Network Theory. Dr. Lauren Maggio’s foreword emphasizes how open access removes barriers, ensuring educators worldwide can freely benefit from these insights.

Volume 7 progresses through the natural stages of educational program development—from instructional design (ADDIE Model, Technology Acceptance Model) through learning methodology (Advocacy Inquiry, Rapid Cycle Deliberate Practice) to assessment (Messick’s Validity Framework, Learning Analytics and Learning Curves) and program evaluation (CIPP Model, Moore’s Evaluation Framework), concluding with education sociology (Nivet’s Diversity Framework) and research (Glassick’s Criteria for Scholarship). Dr. Martin Pusic’s foreword challenges us to see the relationship between theory and practice as a two-way street—practice doesn’t just apply theory, it generates and refines it.

Volume 8 tackles contemporary frameworks essential for today’s educators: Connectivism for understanding learning in our networked digital age, Appreciative Inquiry for organizational change, Bruner’s Spiral Curriculum and Tyler Model for curriculum development, Intersectionality for understanding complex identities, Resonant Leadership, and the Master Adaptive Learner model for lifelong learning. Dr. Teresa Chan and Dr. Michael Gottlieb’s joint foreword reflects on how this series became a model for creating accessible, impactful educational resources, while my own foreword celebrates the community we built and the leaders we nurtured.

How We Got Here: The Origin Story

Back in 2016, Dr. Teresa Chan, Dr. Michael Gottlieb, Dr. Lainie Yarris, and I were dreaming up something that hadn’t been done before. We’d seen the power of virtual community with our Chief Resident Incubator, and we asked ourselves: why do faculty only get to collaborate at conferences once or twice a year? What if you could bounce ideas off a university dean or journal editor over Slack on a Tuesday afternoon, no matter where you lived?

We wanted to create a year-long, longitudinal, experiential incubator where educator-scholars could learn and grow together. Teresa, Michael, and Lainie entrusted me with their time and expertise to build something entirely new. I’m forever grateful for their partnership in creating what became a transformative experience for hundreds of educators.

As our first cohort came together, we faced a challenge: these amazing, motivated educators needed to demonstrate scholarship and national reach for academic promotion. The traditional path? Publishers hold the keys. Established scholars extend the invitations. There’s an unspoken expectation to gain experience before earning certain opportunities.

We asked: what if we created those opportunities ourselves?

That’s how the Education Theory Made Practical series was born. Our philosophy at ALiEM and the Faculty Incubator has always been to encourage autonomy and agency. We could learn while doing—writing a book together. ALiEM could provide a global platform and ISBN codes. We didn’t need to wait for traditional gatekeepers to give us permission to publish and educate.

The first volume launched in August 2017. Now, 8 volumes later, we have a complete library.

The Complete Library: Eight Volumes of Practical Wisdom

These final 3 volumes complete a comprehensive library that spans the breadth of health professions education. Each volume follows the same thoughtful structure: real-world cases that educators face, in-depth exploration of educational theories and frameworks, practical applications, and annotated bibliographies for deeper learning. The format is digestible, practical, and thought-provoking—grounded in science but written for the realities of clinical teaching.

The editors and authors across all eight volumes? A who’s who of all-stars in the medical education world. But here’s what I’m most proud of: many of them weren’t “all-stars” when they started. They were talented educators looking for community, mentorship, and opportunity. We gave them a sandbox to play in, and they redefined what was possible.

Volumes 1-5 laid the foundation with 50 essential frameworks:

  • Volume 1 (August 2017) explores critical perspectives and foundational approaches: Banking Theory, Constructive Alignment, IDEO’s Design Thinking Framework, R2C2 Model for Feedback, Feminist Theory, Sociomaterialism, Logic Model of Program Evaluation, Situated Cognition, Ausubel’s Meaningful Learning Theory, Sociocultural Theory
  • Volume 2 (November 2018) examines cognitive and social dimensions of learning: Modal Model of Memory, Naturalistic Decision Making, Communities of Practice, Emotional Intelligence, Social Constructivism, Reflective Practice, Self-Directed Learning, Bloom’s Taxonomy, Dual-Process Reasoning, Gaming and Gamification
  • Volume 3 (October 2020) focuses on curriculum and assessment: Kern’s Model of Curriculum Development, The Kirkpatrick Model, Realist Evaluation, Mastery Learning, Cognitive Theory of Multimedia Learning, Validity, Programmatic Assessment, Self-Assessment Seeking, Bolman & Deal Four-Frame Model, Kotter’s Stages of Change
  • Volume 4 (February 2022) delves into learning psychology and competence: Cognitive Load Theory, Epstein’s Mindful Practitioner, Joplin’s Five-Stage Model of Experiential Learning, Kolb’s Experiential Learning, Maslow’s Hierarchy of Needs, Miller’s Pyramid of Assessing Clinical Competence, Multiple Resource Theory, Prototype Theory, Self-Regulated Learning, Siu and Reiter’s TAU Approach
  • Volume 5 (February 2022) explores adaptive learning and development: Action Learning, Digital Natives, Dreyfus Model of Skill Acquisition, Organizational Learning, Self-Determination Theory, Spaced Repetition Theory, Zone of Proximal Development, Transformative Learning Theory, Deliberate Practice Theory, Constructive Developmental Framework

77 theories and frameworks over 8 volumes. Hundreds of authors and editors. All freely accessible.

Be Free to Learn

These chapters have been used in faculty development courses worldwide, including programs such as the Harvard Macy Institute. But impact isn’t measured just in prestigious adoptions—it’s measured in accessibility.

Every volume is published under a Creative Commons Attribution-NonCommercial-NoDerivs license. This means any educator who wants to learn can learn. No paywalls. No institutional access required. No barriers.

“Be free to learn”—we firmly believe in it.

I wish a resource like this had existed when I was developing as an educator-scholar. Something digestible that connected theory to practice. Something that didn’t require a PhD to understand but was still rigorous and evidence-based. Something that made me feel less alone in figuring out this whole “teaching” thing.

That’s what we built. For you. For everyone.

What Happens Now?

The formal Incubator ended in 2024, but look around. Our community members are still collaborating, still supporting each other, still changing how education works at their institutions. That spirit of building, sharing, and learning together—that willingness to put your work out there and learn from each other—that’s the legacy.

We hope we instilled a sense of agency, validation (because imposter syndrome is real no matter how much you’ve accomplished), and the importance of community. These 8 volumes stand as proof that you don’t need to wait for traditional pathways to make a difference.

Download the Complete Library

All eight volumes are available now in the ALiEM Library.

Download them. Share them with colleagues. Use them in your faculty development programs. Assign them to your trainees. Build on what we started.

And if you’re feeling that spark of “I wish I could do something like this”—do it. Don’t wait. Find your people. Build something meaningful together.

Thank you to everyone who made this journey possible—every founding leader, every editor, every author, every Incubator member. You didn’t just join our community; you built it.

Here’s to eight incredible years and a story that’s still being written.

By |2026-02-12T05:32:34-08:00Jan 27, 2026|Academic, Faculty Incubator, Medical Education|
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The Most Dangerous 10 Minutes of Your Shift: Mastering the ED Hand-Off

Handoffs are everywhere, from shift changes to trauma transfers. Each one is a chance for error. A standardized, structured sign-out protects patients, supports teamwork, and makes you a safer, more effective emergency physician.

Why Sign-Outs Matter

In emergency medicine, handoffs are constant and high-risk. Nearly a third of healthcare workers report an adverse event tied to a poor handoff.

When communication falters, patients suffer: delayed results, missed diagnoses, duplicated work, or forgotten tasks. The stakes are higher in the ED, where the pace is quick, interruptions are constant, and boarding patients stretch the system thin.

But there is good news. You can build muscle memory for safer sign-outs.

The Chaos Factor

The emergency department (ED) environment is noisy, unpredictable, and distraction-heavy. You are juggling multiple patients while fatigue creeps in. Add in the rising tide of ED boarding, where admitted patients linger for hours or days, you are effectively doing hospitalist work from the ED.
The fix? Structure beats chaos. When you use a repeatable framework, you do not have to rely on memory alone.

Your Secret Weapons: SBAR and I-PASS

Two tools have changed the game for transitions of care:

SBAR: Situation, Background, Assessment, Recommendation

  • Situation: Who and what — name, room, complaint, severity
  • Background: Past medical history, meds, vitals, exam
  • Assessment: Results, consults, differential
  • Recommendation: Next steps, unresolved issues, “If X, then Y” plans

I-PASS: Illness Severity, Patient Summary, Action List, Situation Awareness, Synthesis by Receiver

  • Illness Severity: Stable, watcher, unstable
  • Patient summary: One-liner, hospital course, treatment plan
  • Action list: To-do list with ownership
  • Situational awareness: Situational awareness & contingency plans
  • Synthesis by receiver: Oncoming doc repeats key points back

Example:

  • I: Mrs. Aung is stable.
  • P: 24 YO Burmese speaking female with no prior medical or surgical history here with missed period (LMP 07/15) here with positive pregnancy. Very mild pelvic pain, no bleeding or discharge. POCUS cannot confirm IUP, pending a transvaginal ultrasound (TVUS).
  • A:  If TVUS shows IUP, overview bleed and return precautions. If no IUP, consult OBGYN for repeat 48-hour quant HCG and TVUS scheduling. Will need Burmese speaker.
  • S: This is a desired pregnancy. The patient is already on prenatal vitamins. She has an obstetrician she has chosen for the remainder of her prenatal care. Pain is 0/10 after tylenol. Burmese speaking only and wants to call her husband for final results.
  • S: So we have a stable 24 YO G1P0 about 6 weeks pregnant with resolved pelvic pain. Normal speculum, no discharge or bleeding but pending TVUS to confirm IUP vs pregnancy unknown location. Pending TVUS results, either DC or OB/GYN consult for 48 hour re-assessment. Will close loop with her with a burmese interpreter, and call in her husband via phone for this update.
  • Pro tip: The best sign-outs end with questions. “Anything unclear?” is your final safety net.

“Structure beats chaos. Every handoff is a procedure — and your patients’ safety depends on how you perform it.”

How to Crush Your Sign-Out

  1. Prep early. Use your last hour to update labs, imaging, and consults.
  2. Run the list with your senior or attending. Identify what is pending and who’s admitted.
  3. Label patients. Stable, unstable, watcher, and whether they have been admitted or are actively being managed. Active cases need the most detail.
  4. Reassess before handoff. Do not hand over outdated data. Recheck vitals, meds, and nursing updates.
  5. Pause for quiet. Two minutes of focus beats ten minutes of confusion later.
  6. Meet the patients when possible. After sign-out, take time to go introduce yourself to each patient, and make sure the plan still holds and that the patient has not clinically worsened since the last check.

Special Populations = Special Attention

Psychiatric patients, nonverbal or critically ill patients, and those with language barriers need deliberate communication. If you could not complete a full history or exam, say so. Handoffs are only as good as their honesty.

The Cognitive Trap

It is easy for the oncoming physician to anchor on your impression. Counter that bias by encouraging independent reassessment, and do the same when you are on the receiving end. Verify labs, imaging, and the story yourself. Resasses the patient to see if they need more medications, or if their symptoms have changed or progressed.

Bottom Line

A clean sign-out is a procedure, not paperwork. It demands attention, structure, and mutual respect. Whether you use SBAR, I-PASS, or your department’s own system, the goal is the same: continuity, clarity, and safety.

Because in the ED, those ten minutes at shift change might be the most important ten you spend all day.

Bridge to Emergency Medicine

Want to master more critical ED skills? This article is part of the Bridge to EM Curriculum—a comprehensive, self-guided learning platform designed for emergency medicine residents. Complete the accompanying ALiEMU quizzes to earn residency conference credit and track your progress through essential EM topics.

Further Reading

  1. Cheung DS, Kelly JJ, Beach C, et al. Improving Handoffs in the Emergency Department. Ann Emerg Med. 2009. PMID 19800711
  2. Horwitz LI, Meredith T, Schuur JD, et al. Dropping the Baton: Failures During Transition From ED to Inpatient Care. Ann Emerg Med. 2009. PMID 18555560
  3. Leonard M, Graham S, Bonacum D. The Human Factor in Safe Care. Qual Saf Health Care. 2004. PMID 15465961
  4. American Academy of Emergency Medicine. Position Statement on Physician-to-Patient Staffing Ratios. 2023.
  5. Smith C, Buzalko R, et al. Evaluation of a Novel Handoff Strategy. West J Emerg Med. 2018. PMID 29560068
By |2025-10-29T10:38:34-07:00Oct 30, 2025|Medical Education, Professional Development|
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When Research Meets Social Media Expertise: Lessons from the PECARN-ALiEM Partnership

PECARN - ALiEM partnership twitter X
From Pipe Dream to Proven Strategy: How a 4-year partnership between PECARN and ALiEM created a replicable framework for evidence-based research dissemination

Sometimes the best collaborations begin with simple questions. Following Dr. Nathan Kuppermann’s grand rounds presentation in 2018, I had the opportunity to discuss an idea with him as PECARN’s Steering Committee Chair: might there be untapped potential in using social media platforms like Twitter to amplify PECARN’s research impact? Five years later, that initial conversation has grown into a reality with a systematic approach and measurable outcomes.

Social media is not just about fads and marketing. In fact, it represents the foreseeable future for information dissemination, even in scientific research, because it meets learners and providers where they already are. Rather than hoping clinicians would stumble upon publications in traditional journals, we should actively bring the research to the platforms they frequently check.

Why Organizational Social Media Requires Strategic Planning

Organizational social media for research dissemination can’t just “do social media.” This endeavor requires fundamentally different approaches than personal academic accounts. While individual faculty might share insights casually or build personal brands, research organizations need systematic frameworks that ensure consistency, maintain academic rigor, and deliver measurable impact.

The critical distinction: institutional social media isn’t about intuition or viral content—it demands rigorous planning, dedicated resources, and iterative optimization based on analytics. Just as we wouldn’t launch a research study without proper methodology and oversight, we shouldn’t approach organizational research dissemination without strategic frameworks and quality control systems.

The Partnership Model: When Research Meets Social Media Expertise

Our approach began with recognizing a fundamental truth: most research organizations lack the specialized expertise needed for effective social media presence. Rather than building these capabilities from scratch, PECARN partnered with ALiEM, leveraging our existing social media infrastructure and experience. What started as an experimental collaboration became a four-year case study, which we recently published in JMIR Formative Research [1]. We share our processes, outcomes, and lessons learned to provide a replicable framework and roadmap for other research organizations considering similar initiatives on Twitter/X (or alternative social media platforms).

The Foundation: Building Sustainable Infrastructure

Organizational Inputs:

  • Research Organization (PECARN) – content expertise and credibility
  • Social Media Experts (ALiEM) – Twitter/X platform knowledge and audience understanding
  • Funding & Leadership Support – executive champions and resource allocation
  • Technical Infrastructure – analytics tools, scheduling platforms, communication systems

The 5-Person Dream Team:

  • Content Writers (2): Physician-researchers who understand both clinical context and platform constraints
  • Peer Reviewers (2): Quality control experts ensuring academic rigor
  • Account Monitors (2): Daily engagement specialists building community
  • Analytics Manager (1): Data scientist tracking performance and optimization
  • Graphic Designer (1): Visual content specialist (added after 2 years based on data)

We created 2-person teams for key roles to ensure sustainability and backup coverage. Faculty have competing priorities, and redundancy ensures consistent output despite scheduling challenges.

pecarn ALiEM twitter X partnership research dissemination architect

What the Numbers Taught Us

The key to our success wasn’t guesswork—it was rigorous analytics tracking and iterative evidence-based improvement. Over the 4 years (2020-23), 569 tweets were published, 99 PECARN journal publications were featured, and we grew an audience of over 2,000 followers.

Tweet-Level Analytics: The Strategy Elements That Actually Work

Through multiple linear regression analysis, we identified 3 characteristics with statistically significant impact on both impressions and engagement:

  1. Polls (β = 0.278): Our most impactful discovery was that interactive polls became our strongest engagement driver. we used polls to introduce clinical scenarios related to featured research, allowing audiences to test their knowledge before revealing study findings.
  2. Graphics (β = 0.195): Professional graphics significantly boosted engagement, leading us to add a dedicated graphic designer to the team after 2 years. This wasn’t cosmetic—it was a data-driven personnel decision.
  3. URL Links (β = 0.173): Links to full articles didn’t just drive traffic; they contributed to increased Altmetric Attention Scores, providing measurable academic impact beyond social media metrics.

Surprisingly, emojis showed a negative correlation with engagement in our academic audience. We hypothesize that these emojis may have not resonated with our academic and healthcare professions audience— a reminder that strategies must be tailored to the desired audience.

research dissemination architect pecarn ALiEM twitter X

Lessons Learned for Building Research Dissemination Architecture

1. Analytics Are Non-Negotiable

Don’t guess about what works. Track impressions, engagement, click-through rates, and downstream academic metrics. What gets measured gets optimized.

2. Quality Control Maintains Credibility

Our peer review process for each tweet provided academic rigor for accuracy and quality, treating social media content with the same methodological care we apply to research publications. This approach strengthened PECARN’s digital credibility and built trustworthiness with our professional audience who expect evidence-based content even in 280 characters.

3. Team Redundancy Ensures Sustainability

Faculty have complex schedules. Build systems that work despite individual availability challenges.

4. Visual Content Isn’t Optional

Professional graphics aren’t “nice to have”—they’re proven engagement drivers in the era of information overload. They are worth the investment.

New Academic Role: Research Dissemination Architect

What began as grassroots FOAM (Free Open Access Medical education) with individual bloggers and social media educators has evolved into something more substantial: the emergence of the “Research Dissemination Architect” as a legitimate, potentially funded position within academic institutions and research organizations.

This represents a fundamental shift in how we think about knowledge translation careers. We’re no longer talking about faculty “doing social media on the side”—we’re talking about dedicated professional positions with specific expertise, measurable outcomes, and institutional recognition. Our recent publication in JMIR Formative Research documents our journey in this evolution. The ALiEM-PECARN partnership wasn’t just about Twitter success; it was about demonstrating that research dissemination can be a systematic, professional discipline worthy of institutional investment and academic recognition.

Conclusion

The PECARN-ALiEM partnership demonstrates that academic rigor and social media success aren’t mutually exclusive—they’re synergistic when approached systematically. Through this collaboration, we’ve contributed to establishing systematic approaches to research dissemination as a pathway toward accelerated knowledge translation.

Research Dissemination Architects represent an emerging career pathway that bridges traditional academic expertise with digital communication skills. As medical education continues evolving toward digital-first approaches, faculty who develop competency in evidence-based social media are positioning themselves at the forefront of this evolution. The framework we’ve developed offers one approach to professional research dissemination. As more organizations experiment with similar roles, we’ll undoubtedly see diverse models emerge, each contributing to our collective understanding of effective academic digital scholarship.

We hope our experience can inform others exploring this space. Whether you adapt our specific approach or develop entirely different methods, the opportunity to advance how research reaches its intended audiences has never been greater.

Reference

  1. Hooley GC, Magana JN, Woods JM, et al. Research Dissemination Strategies in Pediatric Emergency Care Using a Professional Twitter (X) Account: A Mixed Methods Developmental Study of a Logic Model Framework. JMIR Form Res. 2025;9:e59481. Published 2025 Jun 24. doi:10.2196/59481. PMID 40554778
By |2025-07-05T13:21:28-07:00Jul 5, 2025|Academic, Beyond the Abstract, Medical Education, Research, Social Media & Tech|
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Coaching for Faculty: The Secret to Unlocking Professional Success

coaching for academic faculty unlock professional success

Dr. Garcia is a freshly minted faculty member at Big Name University Medical Center. She’s excited to have finally finished residency and dive into her career as a full time (and fully paid) attending. After spending her first year acclimating to the new department and achieving board certification, Dr. Garcia finds herself at a bit of a crossroad. She likes teaching, but are not sure residency or medical student education leadership is for her. The same goes for clinical operations and research – interesting, but there hasn’t been any “a ha” moment to illuminate her calling. She heard that “saying yes” to opportunities is important, but after a year of “saying yes,” Dr. Garcia feels swamped: she is serving on the residency clinical competency committee, a department committee for managing boarding, and collaborating on a departmental research initiative. Despite this, she receives no salary support to lower her clinical time, and is starting to feel like there is no real forward progress in her career.

It ain’t easy being an attending

Attending life has its challenges.

New residency graduates suddenly have to adjust to the daunting responsibility of independent practice and meeting clinical performance metrics. Those who take the academic route face unclear promotion expectations, uncertainty about their niche, and a double-whammy of high clinical burden and a tacit expectation that you “prove” your worth as a teacher by taking on more tasks before being rewarded with salary support. Senior faculty face entirely different challenges; once-sharp clinical skills may have dulled over time, or the academic career hits a dead end – be it through stagnation, boredom, or waning interests. And as study after study tells us, everyone is susceptible to burnout. It should be no surprise that academic clinical educators are at high risk for burnout, stalled career advancement, and abandonment of academic medicine altogether [1, 2].

Systemic changes are undoubtedly needed for these system-wide issues. But what can Dr. Garcia – or you – do? Well, instead of passively waiting for Godot, you can seize the initiative and bend the arc of your career into alignment with your values, strengths, and passions, and, by extension, toward fulfillment. And that’s exactly the purpose of a coach.

A coach? Aren’t they for learners, or leaders, or long-jumpers?

Yes… and also for faculty just like you. Each of those groups has their own flavor of coaching (academic, executive/leadership, and performance, respectively). But in your case, professional development coaching might be just what the doctor ordered.

Let’s start with the obligatory definition of coaching. The International Coaching Federation defines a coach as partnering with clients:

“…in a thought-provoking and creative process that inspires them to maximize their personal and professional potential. The process of coaching often unlocks previously untapped sources of imagination, productivity and leadership.”

Personally, I like keeping it simple:

When you’re stuck in life, a coach is a great tool to help you get unstuck.

By working in partnership with you, they ask thought-provoking reflective questions; help you discover your core values and develop valuable personal insights; guide you to creating authentic and actionable goals; and help you be accountable to achieving those goals. This Journal of Graduate Medical Education article “Choosing When to Advise, Coach, or Mentor” [PDF] provides a succinct review [3].

But isn’t coach just another name for “mentor?”

In short, no.

Mentorship can be incredibly beneficial to one’s career, and many mentors use coaching skills while guiding their mentees. But mentorship differs from coaching in a number of ways.

Mentors are typically senior, have shared expertise in a content domain, and serve as a font of knowledge for their benefit. Unfortunately, evidence shows that many, if not most, faculty struggle to find, receive, or maintain satisfactory mentorship [4, 5].  What’s more, what happens when you’re more established? When you’re advanced in your career, correct answers are less clear, and there might not be any senior mentor to guide your hand.

Coaching, by comparison, starts from the premise that you are the world’s foremost expert on your own life, and that within you lies all the creativity and resourcefulness to overcome any challenge. Sometimes, though, we can’t see the forest from the trees. A coach helps you gain insight and illuminate the obstacles in your way. Once your perspective is clear, you can create a plan to succeed. A coach, then, acts as a partner (not a guide), helping you think, reflect, and act. Figure 1 is a helpful idea of how a coaching partnership will look, but the key difference from mentorship is that you are the source of all insight and action, not the coach.

coaching analysis flowchart

Figure 1: The Coaching Partnership

Clearly there can be overlap between these important academic relationships, but, at its core, coaching is distinguished by: [3, 6]

  1. Being driven by an agentic coachee that is ultimately responsible for choosing to take action
  2. Not requiring the coach to be in the same field as the coachee
  3. Not being centered around transfer of expertise from a more knowledgeable or experienced party to the recipient

So what should coaching be used for?

The most supportive data for coaching in medicine is for physician wellness and mitigating burnout [7]. Beyond that, evidence suggests that coaching is positively associated with:

  • Achievement of professional goals and personal empowerment [8]
  • Self-confidence [9]
  • Stress management [9]
  • Reflective capacity for interpersonal interactions [9]
  • Better teaching skill transfer [10]
  • Teacher identity development [10]
  • Better learning environment [10]
  • Faculty academic productivity [11]

The breadth of associated outcomes here show the multifunctional and flexible nature of coaching. When you’re stuck, a coach is a great way to help you get unstuck.

What should I look for in a coach?

Before jumping into details, it’s important to share 2 important and interrelated points.

  1. The bedrock that undergirds the work of coaching is the relationship between the coach and coachee. Thus, think of a finding a coach as akin to finding a partner. You wouldn’t settle down with the first person you go on a date with, right? Seek out multiple coaches, talk about your needs with them, and see which one is the best fit for you specifically. Similarly, successful coaching requires you, as the coachee, to feel psychologically safe with your coach. Internal coaches may be free and easy to access, but you may not feel comfortable being truly vulnerable with someone at your institution or, worse, to whom you report. Conversely, external coaches may provide complete anonymity and psychological safety, but they will require some kind of financial remuneration – be it from you, your CME funds, or your department/institution.
  2. There is very little regulation in the coaching world. You, after reading this article, could think this coaching thing sounds swell and launch a business tomorrow calling yourself a coach. In order to make sure you’re working with someone who has received specialized training or has sufficient coaching experience, ask for a certificate from a training program and/or accreditation by one of the governing bodies of coaching, like the International Coaching Federation or Center for Credentialing and Education.

The following table provides a brief guide of the responsibilities that can also help guide your search for a prospective coach:

CoachCoachee
Communication StrategyPose probative, open-ended questions to build professional rapport and stimulate coachee reflection.Provide answers stemming from open, genuine, vulnerable self-reflection.
Goal SettingEncourage effective coachee goal-setting practices (e.g., SMART, WOOP).Assume responsibility for crafting and monitoring progress on their own goals.
OwnershipKeep the coachee at the center of the experience, striving to help them arrive at their own answers whenever possible.Acknowledge ownership and control over the quality and outcome of the experience
MindsetPositive psychology:

  • Provide nonjudgmental empathy
  • Encourage learners to identify and engage in their strengths
  • View coachee with positive regard

Acknowledge when an issue is outside of their skillset (and recommend appropriate assistance).

Continuously strive to be more self-aware and accountable.

Be open to new advice, suggestions, or input that may not immediately align with existing perspectives.

Reframe struggle as an indicator of growth and not failure.

Professionalism
  • No conflict of interest between parties (e.g., assessment, advancement, allocation of resources)
  • Open, honest, respectful communication
  • Meeting punctuality and responsiveness to communication
  • Commitment to tasks that are collectively agreed upon during sessions
  • Maintenance of confidentiality

Ok, I’ll bite. How do I go find a coach?

Because coaching is still in an “early adoption” phase within medicine, you’ll have to be proactive to find a suitable coach. This short Journal of Graduate Medical Education article, Coaching for Clinician Educators [PDF] covers how to prepare for, find, and succeed with a coach [12]. Full disclosure: I am one of the authors, so take my recommendation under advisement!

With that aside, here are some general tips for finding a coach:

  1. Look internally: Many institutions are starting internal coaching programs. Ask around within your department to see if this is an option.
  2. Contact a coach training programs: There are numerous coaching programs that train professional coaches, possibly even at your home institution. Coach trainees are required to accrue many hours of practice, and often do so at a discount from market rates. This could be an excellent way to have a coach outside of your immediate orbit, but also not have to pay a significant amount.
  3. Look online: A casual internet search will connect you to any number of coaches. You can seek coaches who are emergency physicians, physicians of other specialties, or have no affiliation or background within healthcare. The more you look, the more options you’ll find.
  4. Ask around: Some of your colleagues may have used a coach, know a coach, or are themselves a coach, without you ever knowing.
  5. Remember your CME stipend: Check with your institution, but in most instances coaching is an acceptable form of CME or professional developmet expenditure.

The Takeaway

Coaching is one of many tools at your disposal to unlocking success in your career. It’s especially useful when you’re stuck, be it through gaining a new perspective, making a hard choice, or breaking the paralysis of analysis. Give it a try and see if it can help you!

References

  1. Chapman AB, Guay-Woodford LM. Nurturing passion in a time of academic climate change: the modern-day challenge of junior faculty development. Clin J Am Soc Nephrol. 2008;3(6):1878-1883. PMID 18945997
  2. Elster MJ, O’Sullivan PS, Muller-Juge V, et al. Does being a coach benefit clinician-educators? A mixed methods study of faculty self-efficacy, job satisfaction and burnout. Perspect Med Educ. 2022; 11(1):45-52. PMID 34406613
  3. Marcdante K, Simpson D. Choosing When to Advise, Coach, or Mentor. J Grad Med Educ. 2018; 10(2):227-228. PMID 29686766
  4. Jordan J, Coates WC, Clarke S, et al. The Uphill Battle of Performing Education Scholarship: Barriers Educators and Education Researchers Face. West J Emerg Med. 2018 May;19(3):619-629. PMID 29760865
  5. Bentley S, Stapleton SN, Moschella PC, et al. Barriers and Solutions to Advancing Emergency Medicine Simulation-based Research: A Call to Action. AEM Educ Train. 2019 Nov 27;4(Suppl 1):S130-S139. PMID 32072117
  6. Wolff M, Deiorio NM, Juve AM, et al. Beyond advising and mentoring: Competencies for coaching in medical education. Med Teach. 2021; 43(10):1210-1213. PMID 34314291
  7. Boet S, Etherington C, Dion PM, et al. Impact of coaching on physician wellness: A systematic review. PLoS One. 2023 Feb 7;18(2):e0281406. PMID 36749760
  8. Pearce MJ. Professional Development Coaching for Health Professions Graduate Faculty: A Pilot Implementation. J Contin Educ Health Prof. 2022; 42(4):291-293. PMID 34966110
  9. McKnight R, Papanagnou D. Coaching junior faculty for the uncertainties of academic professional practice. Int J Med Educ. 2021;12:179-180. PMID 34592715
  10. Bajwa NM, De Grasset J, Audétat MC, et al. Training junior faculty to become clinical teachers: The value of personalized coaching. Med Teach. 2020; 42(6):663-672. PMID 32130055
  11. Schulte EE, Alderman E, Feldman J, et al. Using the “Coach Approach”: A Novel Peer Mentorship Program for Pediatric Faculty. Acad Pediatr. 2022;22(7):1257-1259. PMID 35381378
  12. Branzetti J, Love LM, Schulte EE. Coaching for Clinician Educators. J Grad Med Educ. 2023;15(2):261-262. PMID 37139204

Disclaimer: The author, Dr. Jeremy Branzetti, is the founder of Academic Educator Coaching and is a certified professional coach.

By |2023-10-27T01:00:27-07:00Oct 30, 2023|Academic, Medical Education, Professional Development, Wellness|
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IDEA Series: Specialised Lectures in Emergency Medicine (SLEM) – A virtual conference to strengthen EM education in the developing world

Specialised lectures in emergency medicine, virtual conference, developing world
The Problem: Emergency Medicine (EM) in Pakistan has moved from developing to developed stage in the last decade [1]. As the specialty evolves in Pakistan and other countries, there is a need to improve and assimilate novel learning methods to elevate education standards. The COVID-19 pandemic catalyzed the routine use of video-conference platforms such as Zoom. Virtual educational programming offers the opportunity to leverage educational resources across space and time, foster collaborations, and improve knowledge, clinical and evidence-based practice globally.

The Innovation

Specialised Lectures in Emergency Medicine (SLEM) is a virtual program for learning, collaboration and social engagement. The program invited experts from internationally acclaimed institutes with varying interests to present their experiences, observations, opinions, and protocols. It is an innovation that is based on a community of practice merged with the need-based assessment of a young EM residency program in a developing country.

The Learners

The target learners were EM residents and physicians practicing in the emergency department. The presenters were selected based on their experience, Free Open Access Medical (FOAM) educational materials, research, blog posts, and presentations from reputable conferences.

Group Size

SLEM accommodated 50-100 participants.

Materials

Our activity utilized simple, readily available resources. The following materials are needed:

  1. Video-conference platform: We used Zoom, a proprietary video-conferencing software program. The free plan allows up to 100 concurrent participants, with a 40-minute time restriction. Users have the option to upgrade by subscribing to a paid plan. The highest plan supports up to 1,000 concurrent participants for meetings lasting up to 30 hours. For SLEM, the paid subscription was necessary to accommodate up to 1 hour long lectures for some topics. Because of the risk of disruptive, non-invited participated, we recommend enabling the waiting room function, whereby only registered participants could join.
  2. Internet connection: A stable internet connection is a must. In order to avoid connectivity issues with Wifi, the event administrators broadcasted from an ethernet-connected computer.
  3. Engagement team: We formed a team including 5-6 residents to engage other participants and ask questions of the speakers relevant to local practice. This effort enhanced psychological safety for other participants to speak up, ask questions, and participate in the conversation following lectures.
  4. Security squad: We formed a separate team of 4 residents to oversee any non-registered participants joining the video-conference, who may generate security issues.
  5. Video library: All the lectures were recorded so that they can be referenced later by the residents.

Description of the Innovation

Speaker Identification: SLEM lecture presenters were individually approached through a defined methodology depicted in Figure 1. The program started in April 2021. The selection of the presenters was based on their published FOAM resources and scores of each were reviewed on an objective grading system that was adopted from Academic Life in Emergency Medicine (ALiEM) [2]. In addition to their content, additional factors considered included: the supporting evidence cited in their content, the referencing of their content in peer and non-peer reviewed publications, their content gradation as per the Social Media Index, and review of their faculty profiles and areas of expertise from the university website. The presenters also recommended their peer faculty who were similarly reviewed and assessed prior to the designation of the topic followed by the talk.

Topic Selection: Topics were selected based on the speaker’s previous academic lectures and area of expertise, although occasionally the presenter chose a different topic approved by the organizers based on their academic profile. Topics were selected based on disease prevalence in Pakistani EDs, published literature describing gaps in resident education and expertise, and gaps identified during academic core meetings. The presenters were then approached through either their official email address, the email address from their FOAM website, Twitter, Facebook, publications, or institution website. Upon confirmation of the lecture, an online calendar invitation including a Zoom link was shared with the presenter.

Publicity: The conference was widely advertised with promotional materials [brochure, video]via Twitter, WhatsApp, and the national EM society listserv.

Video-conference Schedule: Sessions took place virtually, starting with a 5-minute introduction of the presenter, followed by a 45-minute talk, and closing with a 15-minute question and answer session.

Lecture Evaluation: Post-session evaluation forms were shared with the residents and faculty after each session to gather feedback. Each SLEM lecture’s quality was evaluated through the internationally validated, reduced version of the Students’ Evaluation of Educational Quality (SEEQ) [3]. Originally developed by Marsh et al., this tool assesses the level of student satisfaction with teacher effectiveness to improve teaching quality. It has an excellent reliability, internal consistency, validity, and quality and has the flexibility to fit into individual teaching contexts. Reduced SEEQ is useful for quickly gathering data and decreasing the risks of item nonresponse and has been extensively studied at the postgraduate level. The variables weighted most heavily for SLEM included:

  • Learning
  • Individual rapport
  • Enthusiasm
  • Organization
  • Breadth
  • Group interaction
  • Overall rating

At the conclusion of the overall event, each participant had the opportunity to complete an online evaluation developed using Google Forms to provide feedback to the organizers. Several participants were selected for a brief, follow-up interview to explore their reactions and gain additional feedback.

The first SLEM virtual conference was successfully held July 20, 2023. Additional materials for the activity are available upon request by contacting Dr. Shahan at [email protected].

SLEM virtual conference flowchart design

Figure 1: SLEM Conference Planning and Design

Lessons Learned

SLEM has played an important role in strengthening the academic component of our developing residency. Despite the sessions being held virtually and after hours, the resident and faculty were engaged and reported increased knowledge and clinical practice improvement. Our target audience of trainees and junior to mid-level faculty especially appreciated the SLEM conference, as they appreciated tips from more senior clinicians. Additionally, the planning team developed strong bonds through the process, paving the way for future collaboration. The sessions overall contributed to the formation of a global community of practice by engaging speakers at different institutions around the world.

During planning, we faced challenges coordinating across time zones. Sending electronic calendar invitations explicitly stating the time zone along with the time was important for avoiding errors. Deploying our security teams, a robust registration system, and the waiting room function in Zoom were important strategies for avoiding disturbances to the event. Our engagement team also helped keep our participants active despite the large audience and virtual format.

IDEA series SLEM organizers

Figure 2. Team SLEM after successfully executing the SLEM conference

Theory behind the innovation

The educational theory supporting our initiative was community of practice [4]. The underlying principle highlights that learning occurs through social engagement in authentic contexts. The SLEM presenters and audiences (EM residents and faculty) were all individuals with shared interests and personal experiences relevant to the practice of EM.

Closely related, social cognitive theory also underpins the SLEM innovation. This theory postulates that learning occurs in social contexts and involves the reciprocal interaction of the individual, behavior, and the environment [5]. SLEM provided learners with the opportunity to receive experiential and tacit knowledge directly from clinical experts, which can then be applied, tested, and adjusted in their own environments. SLEM created a venue for dissemination of perspectives, discussion, and international practice change.

Idea Series Logo debriefing

Led by series editor, Dr. Mary Haas, the IDEA series showcases examples of what programs worldwide have been doing to make residency conference more entertaining, engaging, and most of all, educational for residents. Read more publications from the series.

References

  1. Waheed S, Ali N. Chief Resident Election of Emergency Department (CREED)–An innovative approach to fair and bias-free chief resident selection in a residency program. Pakistan Journal of Medical Sciences. 2022;38(6):1717. PMID 35991269
  2. Brindley PG, Byker L, Carley S, Thoma B. Assessing on-line medical education resources: A primer for acute care medical professionals and others. Journal of the Intensive Care Society. 2022;23(3):340-4. PMID 36033246
  3. Coffey M, Gibbs G. The evaluation of the student evaluation of educational quality questionnaire (SEEQ) in UK higher education. Assessment & Evaluation in Higher Education. 2001;26(1):89-93.
  4. Schwen TM, Hara N. Community of practice: A metaphor for online design? The Information Society. 2003;19(3):257-70.
  5. Bandura A. Social cognitive theory of self-regulation. Organizational behavior and human decision processes. 1991;50(2):248-87.

By |2023-10-27T00:58:52-07:00Oct 26, 2023|IDEA series, Medical Education, Professional Development|
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Mismatch: Why were there so many unfilled emergency medicine residency positions in 2023?

The Study

In an Annals of Emergency Medicine paper, Preiksaitis et al. sought to identify program factors associated with unfilled post-graduate year 1 (PGY-1) emergency medicine (EM) positions in the 2023 Match [1]. The authors completed a cross-sectional, observational study using National Residency Matching Program (NRMP) data and examined 9 variables as potential predictors of unfilled PGY1 positions using regression analyses [2].

The Findings

The authors identified 6 program characteristics associated with unfilled EM PGY-1 positions in the 2023 Match:, smaller program size (< 8 residents), Mid-Atlantic or East North Central location in the United States, prior accreditation by the American Osteopathic Association, unfilled positions in the 2022 Match, and corporate ownership structure. Program type, length, proximity to other programs, and first accreditation year were not predictive characteristics. Many of these findings were similar to a study of the 2022 EM Match results by Murano et al., as well as an analysis of the 2023 Match by Pupazan and Cook in Emergency Medicine News [3,4].

Match 2023, mismatch, emergency medicine residency programs unfilled positions

Match Data

The unprecedented numbers of unfilled PGY-1 EM residency training positions in the NRMP Match results shocked the specialty these last two years. In 2022, unfilled PGY-1 positions totaled 219 (7.9%), and 554 (18.4%) positions were unfilled in 2023 [2,5]. In contrast, the greatest number of unfilled PGY-1 positions in the last decade was 30 (1.2%) in 2019 [6]. A staggering 131 (47%) EM residency programs had unfilled PGY-1 positions among in 2023 [7].

What does this mean for the future of EM?

Who knows? We can’t make such predictions based on data from only 1 Match cycle. We need to closely follow these numbers in the coming years to fully understand trends in student behavior and program expansion. EM was once considered a competitive specialty, but the current supply/demand mismatch of positions to applicants now suggests otherwise. Without a significant influx of additional applicants, the high unfilled rate for EM is likely to continue for the next several years. This has implications for the composition of the EM physician workforce and its adequacy to meet the rising demand for emergency services.

Is student disinterest the problem?

Many have focused on changes to specialty preferences by students as the major driver in these dramatic Match results. However, the decrease in applicants to EM programs may not be the whole story. 2021 was an unusual outlier in the EM Match, likely fueled by the unique circumstances surrounding the COVID pandemic. Comparison of today’s applicant numbers to data from 2021 gives a false impression of applicant numbers. In fact, the average number of applicants between 2015-2020 and 2022-2023 were relatively similar, with the latter demonstrating 122 more applicants (2,801 vs 2,923). However, between 2015 and 2023, the number of available EM positions grew, with an annual addition of 149 PGY1 positions. Although the establishment of new EM programs is often cited as the source of this growth, anywhere from 25-50% of these new positions were due to the expansion of existing residency programs over several different years. With these data in mind, it makes sense to consider the program factors associated with unfilled residency positions and ensure that we don’t exclusively focus on improving recruitment.

What can residency programs do in this upcoming Match cycle?

Programs that have one or more of the characteristics identified in this study are at risk of being unfilled in the Match once again in the next cycle. Many of these characteristics are immutable. Deliberate actions are required to mitigate the risk:

    • Interview more candidates
    • Submit a longer Rank Order List
    • Optimize program website and digital presence
    • Broaden online recruitment efforts to target students in other regions of the country
    • Enhance marketing efforts for medical students at nearby schools
    • Improve the ‘brand experience’ for visiting students and applicants on interview day

What can we do to help recruitment for our specialty?

Excerpted from the paper, “The most impactful elements of student recruitment to our specialty remain unchanged: student mentorship and exposure to the elements of emergency medicine that make for a rewarding career.”

  • Mentor pre-clinical medical students to build early interest in the field
  • Describe your love for the specialty during ED shifts with students
  • Remain positive when interacting with students
  • Don’t role model burnout on shift
  • Explain the limitations of recent EM workforce projections

Conclusion

In conclusion, the landscape of the EM Match is shifting, evidenced by the startling numbers of unfilled PGY-1 positions in recent years. Our deep dive into the factors contributing to these outcomes shed light on several program characteristics associated with unfilled positions. It’s important, however, not to let these figures contribute to a panic regarding the future of EM.

Sure, the increase in vacant spots seems unnerving at first glance, but there’s context to be considered. The surge in EM positions and the relatively steady number of applicants speaks volumes about the supply-demand dynamics at play, something that will require a detailed exploration in its own right. Data points like these do not exist in a vacuum. They’re part of a larger, interconnected system influenced by myriad factors — from medical school experiences to external forces like the pandemic, the changes in the employment structure of many emergency departments, and the current landscape of the healthcare system in general.

Absolutely, the key mission of EM – providing quality care to everyone, at any time – stays constant even as we face these challenges. Remember, even though there were 554 unfilled positions from the 2023 Match, an impressive 90.4% (501 positions) were filled during the Supplemental Offer Acceptance Program (SOAP) [5].  For now, the current workforce and pipeline of new emergency physicians appears stable.

While it’s important to understand and address the dynamics of recruitment, our main goal should always be the training of new doctors. Right now, there are 2,957 interns just starting out who need our guidance and support. They’re the future of our specialty, and our priority should be to help them become the best emergency physicians they can be. Despite the ups and downs of the Match process, let’s not lose sight of our most important job: training the next generation of EM physicians.

References:

  1. Preiksaitis C, Krzyzaniak S, Bowers K, Little A, Gottlieb M, Mannix A, Gisondi MA, Chan TM, Lin M. Characteristics of Emergency Medicine Residency Programs With Unfilled Positions in the 2023 Match. Ann Emerg Med. 2023 Jul 11:S0196-0644(23)00429-8. PMID: 37436344.
  2. National Resident Matching Program. 2023 Main Residency Match: Advanced-Data Tables. Published March 17, 2023.
  3. Murano T, Weizberg M, Burns B, Hopson LR. Deciphering a Changing Match Environment in Emergency Medicine and Identifying Residency Program Needs. West J Emerg Med. 2023;24(1):1-7. PMID: 36735008.
  4. Pupazan, Ionut MD; Cook, Thomas P. MD. Unfilled Residencies were Newer, Rural. Emergency Medicine News 45(7):p 1,22, July 2023.
  5. National Resident Matching Program. 2022 Main Residency Match: Results and Data. Published May 2022.
  6. National Resident Matching Program. 2023 Main Residency Match By the Numbers. Published March 2023.
  7. National Resident Matching Program. NRMP Program Results 2019-2023 Main Residency Match. Published March 2023.

By |2023-07-16T17:20:33-07:00Jul 17, 2023|Academic, Medical Education, Medical Student|
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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, with supplementary images/media usually pulled up on my computer/phone. Occasional hand-drawn illustrations and gestures.

What learning theory best describes your approach to teaching?

My learning theory is that I should match whatever learning theory best fits the person I’m trying to teach.

What is one thing (if nothing else) that you hope to instill in those you teach?

There are always things to learn and there are patients attached to the diseases.

How do you balance your flow with on-shift teaching? Does this come at the expense of your documentation?

The amount that I teach definitely depends on patient volume. I live to teach, but I don’t sacrifice patient care in the moment to orate. That being said, on shift, I try to give at least one teaching pearl to the learner assigned to me per patient. If I’m able to give more thorough teaching that’s a great thing!

What is your method for reviewing learners’ notes and how do you provide feedback on documentation?

I usually text them if it’s after shift, or talk to them on shift about their documentation.

Do you feel departmental flow and metrics adversely affect teaching? What is your approach to excelling at both?

Definitely. Since I work at a hybrid academic/community shop, I have to be diligent of overall ED flow (although I could also argue this is important in a purely academic shop). When it’s busy, I teach less. When it’s normal/less busy I teach more to make up for those times I can’t teach as much. Also, I make sure to acknowledge/apologize to the resident/learner when it’s one of those busy days.

It can be difficult to sit back and let senior learners struggle what is your approach to not taking over prematurely?

I rarely take over early, but if I do it’s because the patient is at high risk for an imminent bad outcome. If that happens, after the fact I will try to have the resident run through what they would’ve done to try and salvage the learning opportunity. That being said I believe that slight discomfort can go a long way to help the resident/student learn and solidify their knowledge. I never do this in an antagonistic way, but rather to make sure I hold the resident accountable (in a kind way!) for the knowledge I think they should know. However, I try to never let that discomfort progress into a zone in which it is counterproductive to learning.

Do you start a teaching shift with certain objectives or develop them as a shift unfolds?

Develop on shift, most of the time. I think about it like surfing a wave. I know I’m catching a wave, but until I paddle into I don’t know exactly what the best way to approach the wave is.

Do you typically see patients before or after they are presented to you?

Either or both, depending on ED volume, patient acuity, and resident speed.

How do you boost morale amongst learners on shift?

Acknowledging tough patients, feeling associated with good/bad patient encounters. Additionally, I try to always maintain a cheerful and kind attitude on shift even when everything is burning down. You can’t help that it rains, but you can definitely carry an umbrella with you.

How do you provide learners feedback?

Verbal on shift if positive, phone call/debrief after the shift, and written feedback.

What tips would you give a resident or student to excel on their shift?

Write down one thing you learned per patient on an electronic document and add to it as residency/your career progresses. I started writing documents on specific topics (like heart failure treatments, common pediatric medication dosing, etc) that I still use and add to now.

Are there any resources you use regularly with learners to educate during a shift?

ALiEM of course! Some other sources: EMRAP HD for procedures, EMdocs EMCrit, Rebel EM. Core Ultrasound :) and POCUS atlas for ultrasound stuff.

What are your three favorite topics to teach during a shift?

EVERYTHING. I love critical care topics, procedures, and of course ultrasound. I have recently developed an interest in MSK topics that traditionally aren’t focused on in emergency medicine, such as arthritis, carpal tunnel, etc.

What techniques do you employ when teaching on shift?

Just-in-time learning, asynchronous (tell the learner to look up certain topics after shift and to tell me about it next time we see each other), at the bedside.

What is your favorite book or article on teaching?

How to change your mind.

Who are three other educators you’d like to answer these questions?

Michael Macias, Ben Smith, Arun Nagdev
How I Educate Series logo

Read other How I Educate posts for more tips on how to approach on-shift teaching.

By |2025-11-07T14:52:59-08:00Apr 5, 2023|How I Educate, Medical Education|
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