Reflective journals and electronic portfolios are becoming increasingly popular within undergraduate and graduate medical education. I’m starting to be a believer in this learning approach, which teaches learners about professional development and life-long learning principles. Academic Medicine just published a great qualitative paper proposing a conceptual model for reflection.
The Society of Academic Emergency Medicine’s (SAEM) annual meeting starts this week. Instead of my regular posts, I thought I’d try using the Twitter widget to post real-time, first-hand accounts and photos from the conference.
SAEM is a very dynamic and productive conference, where academicians in Emergency Medicine meet to pow-wow about the future of our specialty.
I recently re-read a book “Made to Stick” by Chip Heath and Dan Heath which discusses why some ideas stick and others are completely forgettable. The concepts discussed have helped me design lectures.
Here’s something that I have incorporated into my talks: Memorable ideas share common attributes, which can be summarized by the acronym SUCCESs.
What is a mentor?
It is a person who supports and guides a junior colleague (junior faculty member, residents, or medical student) in his/her professional development.
Videos are priceless when trying to teach procedures. This amazing teaching video by Dr. Michael Bailin at Mass General demonstrates a novel way of anesthetizing the airway during an awake intubation.
- Inject 3 cc of lidocaine using a small butterfly needle through the cricothyroid membrane. This causes coughing, which spreads the lidocaine throughout the upper airway.
- Inject 5 cc of atomized lidocaine through the fiberoptic scope port to anesthetize the posterior oropharynx and vocal cords.
- Slide the endotracheal tube over the fiberoptic scope.
Do you remember the sheer terror you felt, when you first started your medical school clinical rotations? Your first two years were probably spent in classrooms and small-group labs discussing anatomy, pharmacology, pathology, etc.
Then BAM! You are thrown into the deep end of the pool. You are now on a clinical team of medical professionals taking care of actual patients!
In academia, it is common practice to make posters of your abstracts for national conferences. Once you are done presenting, what DO people do with the posters? I have several posters rolled up in my garage collected over the years.
If the answer is nothing, why can’t we find a more creative way to display static (or even video) content during abstract sessions? Perhaps use a large LCD screen instead of posters taped to a backboard?