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).
As a medical student, do you remember your EM clerkship experience and whether you saw a wide variety of patient chief complaints? Did your fellow medical student on the EM clerkship rotation, who was going into Orthopedics, seem to only see patients with orthopedic complaints?
If a journal gets accepted it into the Medline database, it is viewed with significantly more legitimacy. It follows then that your academic CV is better regarded if your publications appear in journals which are listed on Medline. Plus, it’s just fun to see your name listed in Pubmed when you search yourself! Hmm, that sounded more egotistical than I intended, especially since I don’t have that many publications on Medline…
A 2008 British Medical Journal article focused on practical tips and approaches to teaching in busy environments. This is especially relevant to those of us in Emergency Medicine. We are balancing trying to take care of patients, teach eager learners, and troubleshoot logistical hurdles while trying to find 30 seconds to eat dinner or have a bathroom break! I wonder how many emergency physicians have hydronephrosis at any given time on a shift... Someone should do a study.
If only I had this flowchart when I was a first-year medical student! I too have always felt that emergency physicians have a little baseline crazy in them to be happy and successful in the specialty.
This diagram has been floating around the web for years now, and I wanted to share with you. It’s a humorous (partly because there’s some truth to it) decision tree on how to choose your medical specialty. Did you decide upon the right field?
These were the questions that the following article by Dr. Rachel Chin (a super-mom colleague of mine at SF General) and Dr. Glen Yang answered in her 2007 publication in the Academic Emergency Medicine journal. Pubmed citation