1 06, 2017

IDEA Series: Use of Online Interactive Platform to Incorporate Board Review into Conference

2017-06-01T07:04:35+00:00

The Problem

idea series teaching residents quality improvement

Every year, emergency medicine (EM) residents take the In-Training Exam (ITE) to test their medical knowledge and predict the likelihood of passing their official written board examination upon completion of residency training. The Accreditation Council for Graduate Medical Education (ACGME) requires all EM residencies to include weekly didactics in order to build the knowledge base of residents and facilitate preparation for the written and oral American Board of Emergency Medicine (ABEM) or American Osteopathic Board of Emergency Medicine (AOBEM) examinations. These didactics, however, often consists of traditional lecture formats. In contrast, according to the testing effect, we know that taking a test on material improves retention more than just passively hearing or reading the information alone.
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18 05, 2017

IDEA Series: Interactive Practice Oral Examination Case Construction

2017-05-31T08:27:11+00:00

The Problem

idea series teaching residents quality improvementThe American Board of Emergency Medicine (ABEM), American Osteopathic Board of Emergency Medicine (AOBEM), and the Royal College of Emergency Medicine (RCEM) require successful completion of an oral examination as part of the certification process for the specialty of emergency medicine. Residents are seldom taught explicitly about the process of developing oral board examinations. While deliberate and guided practice can improve performance in such examinations, understanding the design and structure of an oral examination can also ease anxiety about the experience.

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3 03, 2017

IDEA Series: Applying Gamification and Competition-Based Learning to an Ultrasound Curriculum

2017-03-07T17:51:00+00:00

The Problem

idea series teaching residents quality improvement
Point of care ultrasound (POCUS) is integral to the practice of emergency medicine (EM) and is a core competency for EM residents. Learning ultrasound requires development of a multi-faceted skill set including image acquisition, image interpretation, and integration into clinical decision making. Utilizing the principles of gamification and competition-based learning provides a more engaging method for teaching POCUS than traditional didactic formats.

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11 01, 2017

IDEA Series: Teaching Residents Quality Improvement Through Action-Based Learning

2017-01-10T10:36:28+00:00

The Problem

idea series teaching residents quality improvementWhile the ACGME has required EM residency curricula to incorporate quality improvement (QI), programs have faced the challenge of executing this in a meaningful way. How can EM residency programs effectively engage learners in an action-based curriculum for QI?
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27 11, 2016

IDEA Series: Partnering with Pathology to Review Deaths in the ED

2017-01-04T18:14:45+00:00

The Problem

As part of their training, Emergency Medicine (EM) residents are required to perform patient follow up. However, there is currently no universal format in place. Additionally, there is often little follow-up information available on patients who die during the course of their Emergency Department (ED) visit, or shortly after admission to the hospital.

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24 10, 2016

IDEA Series: The “Knowledge Bomb” Highlights Clinically Relevant Research

2017-01-04T18:16:16+00:00

The Problem

Residents continually face the challenge of keeping up to date with relevant medical literature in the midst of the rigors of completing medical residency. In addition, application of new medical knowledge obtained from reviewing recent research can be challenging and is a difficult skill to teach.

Residency provides a unique experience for individual learners based on each learner’s personal interests, interactions with other learners and faculty, and patient encounters. Often, residents achieve their best research and article discovery when prompted by specific patient encounters. A forum for individual residents to share knowledge gained from research prompted by these encounters is needed.

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9 09, 2016

IDEA Series: An Asynchronous Curriculum for the Resident as Teacher

2017-01-04T18:19:40+00:00

The Problem

Idea Series LogoWhile residents may accumulate teaching tips and techniques during the course of their training by observing their mentors at work, learning how to educate while balancing the needs of a busy emergency department (ED) is a difficult skill to acquire. Unfortunately, excellent clinical skills do not always equate to effective teaching skills. With training, however, even the initially reluctant teacher can begin to effectively engage learners in the ED. An elective aimed toward developing the resident as a teacher allows residents to acquire and practice skills that will be particularly helpful for those that ultimately take on academic roles with teaching requirements.

As dedicated faculty time was in limited supply, our previous Resident As Teacher elective simply offered residents time to practice teaching with junior residents and medical students without offering significant structure or substance for those who wished to enhance their skillset as educators and acquire new knowledge.

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