EMRAP Education Podcast: Educational Resources in EM
Dr. Rob Rogers has posted his 21st podcast on EMRAP Educator’s Edition. The topic is “Educational Resources in Emergency Medicine”.
Listen to why you need to know about these resources:
Didactic videos for rotating residents the ED
Many academic Emergency Departments are staffed by non-EM residents. Dr. Amer Aldeen and his super-star team from Northwestern created NURRC Modules (Northwestern University Rotating Resident Curriculum). These modules allow the off-service residents, who all have different schedules, to learn key EM-based topics at their own leisure and convenience.
The positive effect of the curriculum on the off-service residents’ medical knowledge was recently published in Academic Emergency Medicine
Article review: How competent do trainees feel?
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.
- Will you tell your staff/attending about how you feel?
- What if the patient did poorly after that?
This study examines the perception of EM trainees of their competence and adverse events and how they feel about reporting them.
School Sucks: Building a new culture of teaching and learning
In his talk (subtitled “School Sucks”), Northwestern University Physics Professor Dr. Tae describes how he would improve math and science education. While this is directed at college studies, some of the concepts are applicable to teaching Emergency Medicine.
He shares a lot of great insight, but I wanted to focus on one concept in particular:
The secret to learning = “Work your ass off until you figure it out.”
Article Review: Online curriculum for non-EM residents in the ED
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.
VIPER video: How to give effective feedback
A few years ago, Dr. Esther Choo and I created a fun 15-minute instructional video on called Giving Effective Feedback: Beyond “Great Job”. We had a blast recording sample feedback scenarios with our faculty and medical students. For every 1 minute of published footage, there were at least 9 minutes of bloopers and laughter! We definitely should keep our day job.
Article review: Academic professional bankruptcy
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.