While 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.
Many residents regularly consume FOAM (Free Open Access Medical Education) and online educational materials independently, without faculty guidance or input. At the same time, residency programs are looking for ways to provide high-quality asynchronous learning opportunities to their residents while remaining compliant with the Emergency Medicine Residency Review Committee (RRC-EM) Accreditation Council for Graduate Medical Education (ACGME) guidelines.
IDEA Series: A Novel Flipped-Classroom Approach to Intern Conference Education featuring EM Fundamentals
Delivering a curriculum of core content to interns is both a priority and a challenge. Weekly conference provides time to deliver such a curriculum; however, varied rotation schedules limit consistent conference attendance, and intern-targeted content is inappropriate for upper-level residents. We addressed these challenges by implementing a flipped-classroom intern curriculum using training level-specific breakout sessions and a dedicated resource for asynchronous learning.
We are back this week with a new “Working Smarter” mini-series on Podcasting. An increasing number of individuals and residency programs are starting podcasts, but it’s not always obvious how to get started.
What hardware is needed? What’s the workflow? What are the pitfalls? To help answer these questions we picked the brains of 9 star Emergency Medicine podcasters (@FOAMpodcast, @srrezaie, @TheSGEM, @stemlyns, @embasic, @Core_EM, @EM_Educator, @EMtogether, @EMCases) and asked them to share their secrets.
From dead simple set-ups to semi-professional studios, you’ll learn from veterans how to get your voice out to the public, and do it well. In this first installment, we review podcasting gear: the hardware and software you’ll need. The next installment will go over the production work-flow for taking a podcast from an idea to a finished product.
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.