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CAEP GeMES | Social Media Scholarship

In Education & Quality Improvement, Great Evidence in Medical education Summary (GEMeS) by Daniel Ting0 Comments

A medical student, Chandra, is interested in Emergency Medicine and wants to get involved in research to pad her resume and network. Unfortunately, at her site, there are few Emergency Physicians who are interested in research and the Emergency Department is not conducting any research studies. On the other hand, Chandra loves FOAMed and sees a myriad of exciting projects and possibilities through social media. She wonders whether social media is a way she …

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CAEP GeMES | Fostering and Retaining Female Academics in Emergency Medicine

In Great Evidence in Medical education Summary (GEMeS) by Teresa Chan0 Comments

Catarina is a PGY-5 resident graduating this year. Throughout her residency, she has published more academic papers and presented at more conferences than any of her peers in her residency program. She has advanced training in clinical epidemiology and self-identifies the “nerd” of the program. At the same time, she has recently married and started a family with a newborn at home. For Catarina, she would love to stay within academia but knows many of …

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CAEP GeMES | Workplace based assessments in competency based education

In Great Evidence in Medical education Summary (GEMeS) by Andrew Dixon0 Comments

Aurora, a junior resident, is in a meeting with her residency training committee when the topic of competency-based education arises. Her institution will implement competency-based training starting next year and her program director has major reservations. Her program director says, “I can’t see how we can have time to evaluate all of these tasks for learners while we are supposed to simultaneously manage a complex and busy department!” Aurora wonders what these evaluations might look …

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CAEP GeMES | Non-traditional learning methods by EM Residents

In Education & Quality Improvement, Great Evidence in Medical education Summary (GEMeS) by Andrew Hall0 Comments

Alexis, a first-year Emergency Medicine resident at Millborough Hospital, was studying with some of her senior residents, who could not stop talking about the various podcasts and blogs that they have been using to prepare for their rotations. Alexis, a self-proclaimed “old soul,” has gotten by just fine so far with her traditional textbook and lecture based learning, but does find them low-yield at times. She wonders whether it is worth changing her study …

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CAEP GeMES | The effectiveness of feedback by faculty to learners is often challenged by faculty factors

In Great Evidence in Medical education Summary (GEMeS) by Peter Rogers0 Comments

Dr. Hoag thoroughly enjoys working with Penelope, one of the senior residents at his hospital. He admires her knowledge, diligence on shifts and involvement in academic pursuits. Outside of the hospital, Dr. Hoag has become a mentor to Penelope, and often offers career advice. One day, Dr. Hoag observes Penelope treat a difficult psychiatric patient, and Penelope uncharacteristically loses her cool and verbally lashes back at the patient. After the shift, Dr. Hoag …

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CAEP GeMES | Does integrating patient death within simulation favor better performance from residents?

In Great Evidence in Medical education Summary (GEMeS) by Eliane Raymond-Dufrense0 Comments

“Success is a lousy teacher. It seduces smart people into thinking they can’t lose” – Bill Gates  One school of thought in simulation education is that the simulated patient should never die. Instead, learners should be “rescued” before ultimate failure to prevent students from having their confidence battered by a poor outcome in simulation, which could lead to decision paralysis in a real life scenario. Another contrary line of reasoning, one of which …