The ALiEM Medical Education in Cases (MEdIC) Series has been a regular feature of our website for almost 3 years. It has been previously featured as a Top 5 What Works abstract at the International Conference on Residency Education in 2014. At the time of our ICRE presentation, we presented our free e-book of our first years’ cases. Now, it’s time for our second edition.
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.
Welcome to season 3, episode 7 of the ALiEM Medical Education in Cases (MEdIC) series! Our team (Brent Thoma, Sarah Luckett-Gatopoulos, Tamara McColl, Eve Purdy, John Eicken, and Teresa Chan) is pleased to welcome you to our online community of practice where we discuss difficult medical education cases each month. As usual, the community discussion will be reviewed using qualitative research methods to produce a curated summary that will be combined with two expert responses to create a functional teaching resource.
This month’s case dives into the truth omitting or fibbing resident. Why do some learners lie and how should staff respond?
The Case of the Pimping Physician
outlined a scenario where a resident physician experiences . What did the ALiEM community think of this case? This month the MEdIC team (Brent Thoma, Sarah Luckett-Gatopoulos, Tamara McColl, Eve Purdy, John Eicken, and Teresa Chan), hosted a MEdIC series discussion around this issue with insights from the ALiEM community. We are proud to present to you the Curated Community Commentary and our 2 expert opinions. Thank-you to all our participants for contributing to the very rich discussions last week.
Dr. Jan Shoenberger has been a long time leader in medical education. She is the Program Director at LAC+USC Emergency Medicine Residency and is dual boarded in Emergency Medicine and Palliative Care. She is equally well known for her involvement with EM:RAP, Essentials of Emergency Medicine, HIPPO EM, ALiEM, Emergency Medicine Abstracts, and multiple other courses and electronic resources. Beyond being a talented educator, many of her colleagues see her as an inspiration and a role model. We are pleased to have her contribute to this edition of the ALiEM Bookclub: Beyond the ED.
The only important thing in a book is the meaning that it has for you.
– W. Somerset Maugham
Dr. Kalanithi was a chief resident in Neurosurgery at Stanford University when he was diagnosed with stage IV lung cancer. “When Breath becomes Air,” is a touching chronicle of his initial journey into medicine and neurosurgery and subsequent transition to the role of patient after his cancer diagnosis. This profoundly moving memoir is a tribute to his young life and family that he had to leave behind, but also a sad glimpse of the potential that this promising young doctor and author never will attain.
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.