Suchen und Finden
Practical Teaching in Emergency Medicine
von: Robert L. Rogers, Amal Mattu, Michael E. Winters, Joseph P. Martinez, Terrence Mulligan
Wiley-Blackwell, 2012
ISBN: 9781118469828 , 400 Seiten
2. Auflage
Format: PDF, OL
Kopierschutz: DRM
Preis: 63,60 EUR
Practical Teaching in Emergency Medicine??????????????????????????????????????????????????????????????????????????????????????????????
3
Contents??????????????????????????????
9
Editors and Contributors??????????????????????????????????????????????????????????????
13
Preface????????????????????????????
23
Section 1 Background/Introduction
25
Chapter 1 Adult learners in the emergency department??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
27
Learning theories
27
Learning as a child
28
Learning as an adult
28
Learning as an adult—Malcolm Knowles’ theories and the arguments against them
29
Educating adults
30
Adult learning in the emergency department
31
Conclusion
37
References
37
Chapter 2 Obstacles to teaching in the emergency department????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
39
Obstacles inherent in the emergency department
39
Conclusion
46
References
47
Chapter 3 Teaching and patient care in emergency medicine????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
49
Introduction
49
Motivation for teaching emergency medicine
49
The beginning educator
50
The seasoned veteran
50
The master educator
51
The benefits of teaching in emergency medicine
51
Improving patient care and safety
54
Conclusion
55
References
56
Chapter 4 Mentoring in emergency medicine????????????????????????????????????????????????????????????????????????????????????????????????
59
Mentor and mentoring defined
59
Why mentoring is important
60
Benefits of mentorship
61
The mentoring process
62
Successful mentors and pitfalls of mentoring
65
Role of mentoring in medical education
66
Goals of mentoring
72
Career guidance
72
Summary
76
References
77
Section 2 Teaching in the Emergency Department and Beyond
81
Chapter 5 Bedside teaching in the emergency department??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
83
What is holding us back: barriers to bedside teaching
84
The basics: characteristics of effective bedside teachers
85
The framework: the experience versus explanation cycle
87
Implementation: the art of bedside questioning
89
Closure: effective feedback as it relates to bedside teaching
91
Summary
93
References
94
Chapter 6 Teaching invasive medical procedures??????????????????????????????????????????????????????????????????????????????????????????????????????????
96
Prepare to teach and learn
96
The process of learning
99
Putting theory into practice
102
Creating a procedural education elective for preclinical medical students
105
Assessing competence
106
References
108
Chapter 7 Providing feedback in the emergency department??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
109
Guidelines for providing effective feedback
110
Additional feedback methods and tools
117
Feedback and the accreditation process
119
Faculty/trainee development
119
Conclusion
120
References
120
Chapter 8 The computer as a teaching tool????????????????????????????????????????????????????????????????????????????????????????????????
122
Improving patient care by locating and implementing evidence-based clinical guidelines
124
Performing an effective and efficient evidence-based medicine literature search for clinically meaningful answers during a busy shift
124
Improving use and interpretation of diagnostic imaging
126
Enhancing systematic interpretation of electrocardiograms
129
Enhancing understanding of drug toxicity, interactions, and treatment
130
Introducing a systematic approach to describing skin lesions
132
Enhancing the neurologic examination, understanding the NIH Stroke Scale, and knowing the indications/contraindications for tissue plasminogen activator for stroke
132
Enhancing the student’s use of scoring systems, calculators, and decision rules to provide the basis for and documentation of care
133
Preventing medical error
134
Improving the student’s understanding of normal changes in pregnancy, pregnancy complications, radiation risks in pregnancy, and contraindications to medications in pregnancy
135
Reinforcing the importance of clear communication and use of fluent translators for non-English-speaking patients
136
Understanding uncertainty in medicine
136
Using online video in emergency medicine
138
Online spaced education
138
Summary
139
References
140
Chapter 9 Educational technology: Web 2.0????????????????????????????????????????????????????????????????????????????????????????????????
142
Introduction
142
‘‘Really Simple Syndication’’ or ‘‘Rich Site Summary’’
144
Wikis
145
Blogs
147
Microblogging
148
Podcasts
149
Social networking
150
Learning management systems
152
Web-based applications
153
Social media risks
154
Conclusions
157
Recommended reading
157
References
158
Chapter 10 Teaching the intangibles: professionalism and interpersonal skills/communication????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
161
Communication and professionalism
161
Recommendation 1: Establish and evaluate explicit standards, beginning with the selection process
163
Recommendation 2: Discuss the benefits of professionalism
163
Recommendation 3: Promote openness to continual growth through feedback
164
Recommendation 4: Observe and discuss negative encounters
165
Recommendation 5: Outline key components of a patient encounter, including the initial introduction, patient-centered interview, and concluding the visit
167
Recommendation 6: Promote effective leadership through positive communication with all members of the health care team
170
Recommendation 7: Communicating clearly, respectfully, and confidently with consultants
171
Recommendation 12: Be the role model of professionalism
171
Remediation of learners having difficulty with professionalism and communication
172
Conclusion
173
References
173
Chapter 11 Teaching lifelong learning skills: journal club and beyond????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
175
Incorporation of research-enhanced practice into graduate medical education
175
Worldwide access to biomedical information via the Internet
176
Characteristics of poor evidence-based medicine/journal club curricula
177
Attributes of the successful evidence-based medicine curriculum and journal club
178
Conclusions
182
References
184
Chapter 12 Medical podcasting 101????????????????????????????????????????????????????????????????????????????????
187
Summary
200
Further reading
200
Chapter 13 Use of simulation in emergency department education??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
201
History of simulation in education
201
Why use simulation?
202
Basic simulation tools
203
How to set up a simulation program
204
Debriefing
206
Assessment
206
Challenges to simulation
207
Conclusion
208
References
208
Suggested websites
210
Section 3 Teaching Specific Groups
211
Chapter 14 Teaching medical students??????????????????????????????????????????????????????????????????????????????????????
213
Reasons to teach medical students
213
Unique educational experiences during an emergency medicine rotation
214
Qualities of an effective teacher
216
Adult learner themes
217
Educational curricular components
219
Clinical teaching
221
Techniques for overwhelmed students
223
References
225
Chapter 15 Teaching residents from other services in the emergency department????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
227
Introduction
227
Advantages of having off-service residents in the emergency department
228
Suggested educational goals
229
Models for teaching off-service residents
229
Practical tips to improve models of teaching
233
Conclusion
237
References
238
Chapter 16 The education of resident physicians in emergency medicine????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
240
Emergency medicine residency infrastructure and support
240
The core competencies
244
Paradigms for teaching residents
248
Tailoring the individual resident experience
253
International considerations
256
Conclusion
258
References
258
Chapter 17 Teaching residents how to teach??????????????????????????????????????????????????????????????????????????????????????????????????
261
Starting the shift: expectations and enthusiasm
262
Assessment
268
Capturing observations and organizing patient care as a teacher
269
Conclusion
270
References
270
Chapter 18 Teaching to an international audience??????????????????????????????????????????????????????????????????????????????????????????????????????????????
272
Background
272
Technical considerations for teaching international audience
273
Style considerations
280
Thematic considerations
283
Context and content considerations
286
References
290
Chapter 19 The emergency department consultation: teaching physician-physician communication to improve patient outcomes??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
292
Introduction
292
Importance of consultations
293
Taxonomy of consultation
294
Barriers to successful consultations and communication
296
Improving communication in the emergency department
297
Approaches to consultations in the emergency department
299
Future of consultations
301
References
303
Section 4 Improving as an Educator in Emergency Medicine
307
Chapter 20 Characteristics of great teachers??????????????????????????????????????????????????????????????????????????????????????????????????????
309
What do learners want from their teachers?
310
What do medical educators believe are the characteristics of great teachers?
311
What styles and strategies do great teachers use?
312
What are the barriers to (and the solutions for) successful teaching?
315
Conclusion
316
References
317
Chapter 21 Effective presentation skills??????????????????????????????????????????????????????????????????????????????????????????????
319
Introduction
319
10 Principles for becoming a memorable speaker
320
Now that you have got it all together: practice, practice, practice
328
Conclusion
329
References
330
Chapter 22 Small-group discussion skills??????????????????????????????????????????????????????????????????????????????????????????????
331
Opportunities for use of small groups
332
Types of small groups
333
Characteristics and techniques of a good facilitator
335
Starting a small-group discussion
337
Challenges of small-group discussions and their solutions
339
Assessing the discussion
340
Conclusion
341
References
341
Chapter 23 Faculty development as a guide to becoming a better teacher??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
343
Definitions of faculty development
344
Practicing in an academic setting
345
Necessary knowledge and skills
346
Clinicians as teachers
347
Process for faculty development
348
Developing a customized program
349
Finding resources
350
Promotion
357
Conclusions
358
References
358
Section 5 Teaching Techniques and Strategies
361
Chapter 24 Strategies for effective clinical emergency department teaching??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
363
Introduction
363
Strategies versus traits
363
Models to guide emergency department teaching
364
Diagnosing the learner
369
Summary
374
References
375
Chapter 25 Pearls and pitfalls in teaching: what works, what does not???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
376
Introduction
376
Teach for the right reasons
377
Keep it simple
377
Clarify expectations
378
Learn what they need to learn
378
Teach, do not taunt
379
Practice safe learning
379
Engage your learners
380
A little autonomy goes a long way
380
What are you thinking?
381
Food for thought
382
Conclusion
382
Index????????????????????????
385
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