Delaney is a first year Emergency Medicine resident. Over the course of her first few months, she works a number of shifts with Dr. Pan. Most of the ED staff really like whenever Dr. Pan works, because he treats a high volume of patients, “moves the meat,” and keeps patient waiting times low. Conversely, Delaney dislikes working with Dr. Pan because it seems that every time she works with him, he is too busy seeing patients to properly teach and she feels abandoned. Other physicians see similar amounts of patients but seem to have a knack of throwing in a great teaching pearl here and there throughout the shift.
In academic Emergency Medicine, staff physicians are often tasked with running the department while simultaneously managing a learner. These tasks are often at odds and can compete with each other–in many instances, the learner’s experience is sacrificed when the department gets busy. Training programs across the country have long been successful in producing great clinicians, but far less attention is paid to producing great teachers. This Feature Educational Innovation (FEI), titled “Medical Education for Residents In Training (MERIT)” was originally posted by the CAEP EWG FEI Team on October 30, 2015 and answers the question: “What is the potential and value of a 4-week dedicated teaching rotation for EM residents?” A PDF version is available here. A CAEP cast is available here.
Description of the Innovation
Four RCPS EM residents participated in January 2011 (one R5, one R4, two R2’s), and three participated in November 2011 (two R5s, one R4). There were five R5’s in each block in the fall of 2013 and 2014. During the four week rotation, each week begins with a small group interactive session led by an EM faculty member. Based on the needs assessment data, session topics included: learning theory, effective bedside teaching techniques, one minute preceptor, providing feedback, teaching procedural skills, effective lectures, etc. These interactive discussions provided a foundation for residents to learn about and reflect on approaches to effective teaching.
How does your institution ensure its residents become good teachers? What formal or informal training methods have you used? Share success or failure stories!
More About the CAEP FEI
This post was originally authored for the Canadian Association of Emergency Physicians (CAEP) Feature Educational Innovations project sponsored by the CAEP Academic Section’s Education Working Group and edited by Drs. Teresa Chan and Julien Poitras. CAEP members receive FEI each month in the CAEP Communiqué. CanadiEM will be reposting some of these summaries, along with a case/contextualizing concept to highlight some recent medical education literature that is relevant to our nation’s teachers. [bg_faq_end]