Creating a successful workshop

This past week was the 2013 International Meeting on Simulation in Healthcare Simulation Society, organized by the Society for Simulation in Healthcare (SSIH) in Orlando, FL. This was the second time that I attended this conference, and the first year that I tweeted (#IMSH2013) through it.

This was also the first time that I had ever organized a workshop for a conference. Boy was I nervous!  I wanted it to be a great experience for those who attended. I wanted the participants to learn..  laugh..  cry… in other words, I wanted to change their lives!


By |2019-02-19T18:07:55-08:00Feb 1, 2013|Medical Education|

Website: Emergency Board Review

The emergency board in-training exam is a standardized exam that takes place every year in most if not all of the EM residency programs in the United States. It is administered on the last Wednesday in February. The exam is administered by the American Board of Emergency Medicine (ABEM). The knowledge assessed by this exam is what’s expected from residents in their third year of residency. According to ABEM there is a strong correlation between the in-training score and passing of the boards.


By |2018-01-30T02:01:52-08:00Jan 26, 2013|Medical Education, Social Media & Tech|

The Socratic Method

Diagnostic reasoning is one of the most complex, analytical, and intuitive processes to develop in the medical profession. Even seasoned physicians spend a lot of time fine tuning this skill. Although charged with teaching others, some excellent diagnosticians find it difficult to explain in detail how they arrived at a diagnosis or a differential diagnosis. Some might even find themselves in a position in which they have to assess someone else’s diagnostic reasoning. This task is even more daunting since we are not all taught much about this process, even less how to teach it to others. 


By |2017-01-20T12:29:39-08:00Jan 19, 2013|Medical Education|

Lost in translation: What counts as asynchronous learning?

Reiter et al 1 just published a review on Individual Interactive Instruction also known as asynchronous learning in the Annals of Emergency Medicine.

They chronicled the events in 2008 that led CORD (Council of Emergency Medicine Residency Directors) to recommend integration of individual interactive instruction into the residency curriculum. The summary recommendations by Sadosty et al 2 discuss components, strengths, and weakness of both asynchronous and synchronous learning paradigms along with background about Malcolm Knowles and andragogy.


By |2020-03-12T11:58:31-07:00Jan 18, 2013|Medical Education|
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