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Emergency Teaching

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3 papers 0 to 25 followers
Susan E Farrell, Laura R Hopson, Margaret Wolff, Robin R Hemphill, Sally A Santen
BACKGROUND: The 2012 Academic Emergency Medicine Consensus Conference, "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success" noted that emergency medicine (EM) educators often rely on theory and tradition in molding their approaches to teaching and learning, and called on the EM education community to advance the teaching of our specialty through the performance and application of research in teaching and assessment methods, cognitive function, and the effects of education interventions...
September 2016: Journal of Emergency Medicine
E Adams, C Goyder, C Heneghan, L Brand, R Ajjawi
INTRODUCTION: Emergency medicine (EM) has a high case turnover and acuity making it a demanding clinical reasoning domain especially for junior doctors who lack experience. We aimed to better understand their clinical reasoning using dual cognition as a guiding theory. METHODS: EM junior doctors were recruited from six hospitals in the south of England to participate in semi-structured interviews (n=20) and focus groups (n=17) based on recall of two recent cases...
February 2017: Emergency Medicine Journal: EMJ
Katja Goldflam, Jessica Bod, David Della-Giustina, Alina Tsyrulnik
INTRODUCTION: In 2012 the Accreditation Council for Graduate Medical Education (ACGME) introduced the Next Accreditation System (NAS), which implemented milestones to assess the competency of residents and fellows. While attending evaluation and feedback is crucial for resident development, perhaps equally important is a resident's self-assessment. If a resident does not accurately self-assess, clinical and professional progress may be compromised. The objective of our study was to compare emergency medicine (EM) resident milestone evaluation by EM faculty with the same resident's self-assessment...
November 2015: Western Journal of Emergency Medicine
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