There is clinical teaching… and then there’s bedside teaching. Some of our very best clinical teachers rarely go to the bedside with their learners, a trend that has worsened over the past two decades. Why? And how do we get our clinical teams back to the bedside?
Physicians must be competent to perform the skills of their respective specialties before completing residency training. Educators struggle to understand just how many procedures are required of a trainee to become competent. Is there a minimum number? Does it differ by procedure for each trainee? How many is ‘enough’? And what should educators do if there are too few procedures to go around???
My most-cited publication to date describes a research project that I conducted during my Faculty Development Fellowship at Stanford University in 2003, “Assessment of Resident Professionalism Using High-fidelity Simulation of Ethical Dilemmas”. Medical simulation centers are wonderful venues for teaching high-risk tasks in low-stakes environments: the perfect settings for teaching medical ethics.
The 20th Stanford Symposium on Emergency Medicine kicks off on April 15, 2019 on Maui, Hawaii. Our faculty members and administrative staff worked very hard over the last several months to prepare for another successful CME conference. But how do we guarantee value in a crowded CME marketplace? And what is the Experience from the Audience?
Residency programs are products. These products can be experienced in a variety of ways by consumers that include current residents, alumni, prospective students, faculty members, and hospital employees. How can program directors use branding principles to improve communication with such different cohorts of consumers?
One of the most exciting recent advancements in physician training was the introduction of CBME: competency-based medical education. But is it enough? How might medical educators build on the best of CBME… and help their students aim beyond competent?
One of my favorite projects is ALiEM EM Match Advice, a web series designed to advise senior medical students as they navigate their search for an emergency medicine residency program—hosted online by Academic Life in Emergency Medicine.
Feedback is a struggle. We struggle with the timing, the delivery, the content, and even the goal of feedback itself. The Feedback Formula is a very helpful approach to providing feedback that addresses these challenges while preserving the working relationships of trainees and their supervisors.