I’ve always had this problem when compiling and updating my CV. The traditional CV format caters especially to academic physicians who are active in public service, traditional research, and leadership positions. What about the great procedural course that you ran with stellar evaluations? What about the lecture you gave at a national conference?
Dr. Rob Rogers (Univ Maryland) has come up with yet another podcast edition for the EMRAP Educator’s Edition website. In this recording, Rob interviews EM faculty about education issues. Go to EMRAP Educator’s Edition website to listen to podcast.
Are you interested in pursuing a career in medical education in Emergency Medicine? Do you know what that exactly means and entails? It’s not just teaching medical students or residents. It’s now much more than that.
Teaching procedural skills in medical school is increasing falling on the shoulders of emergency physicians. Two common problems that arise are the equipment expenses and simulation of realism. Working with my colleague Dr. Jeff Tabas, we came up some creative ideas around the teaching of (1) the Seldinger technique for central line placement and (2) saphenous vein cutdown.
I came across a practical and insightful review article written by Dr. Mark Langdorf (editor-in-chief of West JEM) and Dr. Steve Hayden (editor-in-chief of Journal of EM) outlining how to write a manuscript for publication. This is a crucial skill because paper publications are the standard unit of currency in academics, which then translates into promotions and academic credibility. Although this article primarily targets novice manuscript writers, it’s always nice to get the perspectives from Mark and Steve, editors-in chief of two major EM journals.
I recently encountered a thought-provoking video about how technology is transforming education in the classroom setting. We are slowly experiencing a culture shift in how learners are learning. It follows that this should affect how teachers should be teaching. Briefly, the author lays out the progression of educational technology in 3 phases.
Practicing at an academic ED, such as in San Francisco General, I find that I am constantly surrounded by medical students, interns, and residents. Most are working on shift with me, but occasionally I have medical students shadowing me to learn more about the Emergency Medicine specialty.
Have you ever had a person shadow you (excluding your annoying little brother when you were a kid)? It’s actually a little stressful for me, because I want the shift to be a positive learning experience for them. Inevitably, it doesn’t take long before I get immersed in mundane troubleshooting activities (eg. calling to transfer a patient to another facility, coordinating the CT scan priority list, paging the inpatient team for admitting orders).