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!

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By Nikita Joshi, MD|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.

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

RIME – Evaluating Learners

Lets talk about an effective evaluation process called RIME developed in 1999 by Pangaro. Not only is the name catchy, but it also makes intuitive sense.

RIME stands for

R – reporter
I – interpreter
M – manager
E – educator / expert

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By Nikita Joshi, MD|2016-11-11T18:41:36-08:00Jan 25, 2013|Medical Education|

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.

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By Javier Benitez, MD|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.

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

Bridging the quality gap: Becoming a peer-reviewed blog

We are now a peer-reviewed blog. It starts today.

I have been frustrated (in a good way) by the recent social media discussions (see BoringEM.com) about how social media content is viewed with a skeptical eye by medical educators, academicians, and professionals because of the lack of formal quality-control mechanisms.

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By Michelle Lin, MD|2017-03-05T14:18:33-08:00Jan 15, 2013|Medical Education, Social Media & Tech|

Patwari Academy videos: Presenting patients in the ED

Doing well on your Emergency Medicine rotation, whether you are a medical student or resident, will depend in large part on your ability to deliver a coherently concise presentation to the senior resident or attending physician. It’s about telling a story that fits into the construct of how the expert physician thinks.

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By Michelle Lin, MD|2019-01-28T22:08:36-08:00Jan 13, 2013|Medical Education, Patwari Videos|