Academic writing is a core competency for any faculty member. As much as we hate to all admit it, professional advancement (and dissemination of your hard work) still heavily relies on academic publications – in a variety of formats original research, review papers, case reports, simulation cases, blog, and website writing. It is important to prioritize writing just as consistently as you do staying up-to-date with all the latest practice-changing evidence as a habit early in your health professions education career.
Most academic conferences are run as one-room school houses, with an audience that includes a wide variety of learners ranging from interns to highly experienced attending physicians. Engaging a group of 30 to 40 learners simultaneously can be difficult, especially when covering a particularly dense topic. Although this teaching environment presents unique challenges, it also provides an opportunity to pilot innovative techniques.
IDEA Series: A Novel Flipped-Classroom Approach to Intern Conference Education featuring EM Fundamentals
Delivering a curriculum of core content to interns is both a priority and a challenge. Weekly conference provides time to deliver such a curriculum; however, varied rotation schedules limit consistent conference attendance, and intern-targeted content is inappropriate for upper-level residents. We addressed these challenges by implementing a flipped-classroom intern curriculum using training level-specific breakout sessions and a dedicated resource for asynchronous learning.
Chief Resident Incubator, known colloquially as the CRincubator, which for the first time brought together in one virtual space chief residents from EM programs coast to coast. The inaugural class used this opportunity to meet with mentors in EM, discuss difficult situations of being chief residents, and collaborate on projects in areas of education, wellness/public health, leadership and administration. As the academic year comes to an end we want to highlight the top 10 projects that were accomplished by chiefs involved in the CRincubator.
Emergency Medicine (EM) residents are responsible for teaching and evaluating junior learners in the clinical environment. According to Accreditation Council for Graduate Medical Education (ACGME) requirements, EM programs must be able to deliver instructional programs to their housestaff on effective teaching principles. Unfortunately, few residents have had formalized training in coaching methods to apply during instances of procedural instruction.
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.
We are incredibly honored and excited to announce the contest winner for the ALiEM-hosted 2016 Essentials of Emergency Medicine (EM) Fellow position — Dr. Delphine Huang, a UCSF-SFGH senior resident! Competition was incredibly tight, and the talent was undeniable. Check out today’s other ALiEM post, which features her winner submission on pediatric concussions.