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.
This article in the Canadian Journal of Emergency Medical Care reviews the EM literature on mentoring. The authors specifically do a great job summarizing practical tips.
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.
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?
As I was perusing through a recent Academic Medicine journal, I came across this interesting perspective piece on Emergency Medicine, written by national leaders in our specialty.
This article essentially states that how the nation addresses ED crowding will define the future of EM. Currently, Emergency Departments are at a breaking point where overwhelming demands are commonly placed on under-resourced practices.
I’m working on writing a CORD consensus article on the impact of ED crowding on education and innovations towards maintaining educational excellence. We posited 2 scenarios of ED crowding:
What approaches do you know of which improve the ED educational experience for learners? We have thus far categorized innovations into 3 areas:
