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Practical teaching in emergency medicine
Rogers, Robert L
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| 자료유형 | 단행본 |
|---|---|
| 개인저자 | Rogers, Robert L. Mattu, Amal. |
| 서명/저자사항 | Practical teaching in emergency medicine : chief editor, Robert L. Rogers ; associate editors, Amal Mattu [and others]. |
| 판사항 | 2nd ed. |
| 발행사항 | Chichester, West Sussex :John Wiley & Sons,2012. |
| 형태사항 | 1 online resource. |
| 기타형태 저록 | Print version:Practical teaching in emergency medicine.2nd ed.Chichester, West Sussex : John Wiley & Sons, 2012,9780470671115(DLC) 2012023221 |
| ISBN | 9781118469712 1118469712 9781118469828 1118469828 9781118469811 111846981X 9781118469804 1118469801 |
| 서지주기 | Includes bibliographical references and index. |
| 내용주기 | Practical Teaching in Emergency Medicine -- Contents -- Editors and Contributors -- Preface -- Section 1 Background/Introduction -- Chapter 1 Adult learners in the emergency department -- Learning theories -- Learning as a child -- Learning as an adult -- Learning as an adult-Malcolm Knowles' theories and the arguments against them -- Educating adults -- Adult learning in the emergency department -- Conclusion -- References -- Chapter 2 Obstacles to teaching in the emergency department -- Obstacles inherent in the emergency department -- Conclusion -- References -- Chapter 3 Teaching and patient care in emergency medicine -- Introduction -- Motivation for teaching emergency medicine -- The beginning educator -- The seasoned veteran -- The master educator -- The benefits of teaching in emergency medicine -- Improving patient care and safety -- Conclusion -- References -- Chapter 4 Mentoring in emergency medicine -- Mentor and mentoring defined -- Why mentoring is important -- Benefits of mentorship -- The mentoring process -- Successful mentors and pitfalls of mentoring -- Role of mentoring in medical education -- Goals of mentoring -- Career guidance -- Summary -- References -- Section 2 Teaching in the Emergency Department and Beyond -- Chapter 5 Bedside teaching in the emergency department -- What is holding us back: barriers to bedside teaching -- The basics: characteristics of effective bedside teachers -- The framework: the experience versus explanation cycle -- Implementation: the art of bedside questioning -- Closure: effective feedback as it relates to bedside teaching -- Summary -- References -- Chapter 6 Teaching invasive medical procedures -- Prepare to teach and learn -- The process of learning -- Putting theory into practice -- Creating a procedural education elective for preclinical medical students -- Assessing competence. Chapter 10 Teaching the intangibles: professionalism and interpersonal skills/communication -- Communication and professionalism -- Recommendation 1: Establish and evaluate explicit standards, beginning with the selection process -- Recommendation 2: Discuss the benefits of professionalism -- Recommendation 3: Promote openness to continual growth through feedback -- Recommendation 4: Observe and discuss negative encounters -- Recommendation 5: Outline key components of a patient encounter, including the initial introduction, patient-centered interview, and concluding the visit -- Recommendation 6: Promote effective leadership through positive communication with all members of the health care team -- Recommendation 7: Communicating clearly, respectfully, and confidently with consultants -- Recommendation 12: Be the role model of professionalism -- Remediation of learners having difficulty with professionalism and communication -- Conclusion -- References -- Chapter 11 Teaching lifelong learning skills: journal club and beyond -- Incorporation of research-enhanced practice into graduate medical education -- Worldwide access to biomedical information via the Internet -- Characteristics of poor evidence-based medicine/journal club curricula -- Attributes of the successful evidence-based medicine curriculum and journal club -- Conclusions -- References -- Chapter 12 Medical podcasting 101 -- Summary -- Further reading -- Chapter 13 Use of simulation in emergency department education -- History of simulation in education -- Why use simulation? -- Basic simulation tools -- How to set up a simulation program -- Debriefing -- Assessment -- Challenges to simulation -- Conclusion -- References -- Suggested websites -- Section 3 Teaching Specific Groups -- Chapter 14 Teaching medical students -- Reasons to teach medical students. Unique educational experiences during an emergency medicine rotation -- Qualities of an effective teacher -- Adult learner themes -- Educational curricular components -- Clinical teaching -- Techniques for overwhelmed students -- References -- Chapter 15 Teaching residents from other services in the emergency department -- Introduction -- Advantages of having off-service residents in the emergency department -- Suggested educational goals -- Models for teaching off-service residents -- Practical tips to improve models of teaching -- Conclusion -- References -- Chapter 16 The education of resident physicians in emergency medicine -- Emergency medicine residency infrastructure and support -- The core competencies -- Paradigms for teaching residents -- Tailoring the individual resident experience -- International considerations -- Conclusion -- References -- Chapter 17 Teaching residents how to teach -- Starting the shift: expectations and enthusiasm -- Assessment -- Capturing observations and organizing patient care as a teacher -- Conclusion -- References -- Chapter 18 Teaching to an international audience -- Background -- Technical considerations for teaching international audience -- Style considerations -- Thematic considerations -- Context and content considerations -- References -- Chapter 19 The emergency department consultation: teaching physician-physician communication to improve patient outcomes -- Introduction -- Importance of consultations -- Taxonomy of consultation -- Barriers to successful consultations and communication -- Improving communication in the emergency department -- Approaches to consultations in the emergency department -- Future of consultations -- References -- Section 4 Improving as an Educator in Emergency Medicine -- Chapter 20 Characteristics of great teachers -- What do learners want from their teachers? What do medical educators believe are the characteristics of great teachers? -- What styles and strategies do great teachers use? -- What are the barriers to (and the solutions for) successful teaching? -- Conclusion -- References -- Chapter 21 Effective presentation skills -- Introduction -- 10 Principles for becoming a memorable speaker -- Now that you have got it all together: practice, practice, practice -- Conclusion -- References -- Chapter 22 Small-group discussion skills -- Opportunities for use of small groups -- Types of small groups -- Characteristics and techniques of a good facilitator -- Starting a small-group discussion -- Challenges of small-group discussions and their solutions -- Assessing the discussion -- Conclusion -- References -- Chapter 23 Faculty development as a guide to becoming a better teacher -- Definitions of faculty development -- Practicing in an academic setting -- Necessary knowledge and skills -- Clinicians as teachers -- Process for faculty development -- Developing a customized program -- Finding resources -- Promotion -- Conclusions -- References -- Section 5 Teaching Techniques and Strategies -- Chapter 24 Strategies for effective clinical emergency department teaching -- Introduction -- Strategies versus traits -- Models to guide emergency department teaching -- Diagnosing the learner -- Summary -- References -- Chapter 25 Pearls and pitfalls in teaching: what works, what does not? -- Introduction -- Teach for the right reasons -- Keep it simple -- Clarify expectations -- Learn what they need to learn -- Teach, do not taunt -- Practice safe learning -- Engage your learners -- A little autonomy goes a long way -- What are you thinking? -- Food for thought -- Conclusion -- Index. |
| 요약 | "Emergency medicine attendings who wish to hone their teaching skills can find a number of books on educational strategies written by physicians from other disciplines. However, until the publication of the first edition of this book, they did not have access to a text written by emergency medicine physicians on methods of teaching that are directly applicable to teaching EM. This book was compiled to meet that need. Following the introductory section, which provides important background information, the book's contents are organized into 4 sections that correspond to the core needs and interests of EM educators: Section 2 focuses on practical and ethical considerations of teaching in the ED; Section 3 provides strategies for teaching specific groups of learners; Section 4 looks at the skills that are characteristic of the best EM educators; and Section 5 looks indepthly at specific teaching techniques and strategies. Now more than ever this book addresses the needs of physician educators from all over the world. New chapters discuss lecturing to an international audience; using simulation as a teaching tool; how to make journal club work for you, and other topics that are of broad interest to medical educators in this field. In general, each chapter has been updated and reviewed to make sure the content was something that emergency physician educators could use in any country .The chapter contributors are widely regarded as leaders in the field of emergency medicine education and faculty development. Authors were given free rein to develop their chapters and write in their own style. They were asked to present their personal views on how to successfully teach the art of emergency medicine, rather than review evidence-based guidelines regarding medical education. As a result, most of the chapters have few references. This first-person approach to a multi-authored textbook yields a compilation that varies in style from chapter to chapter and exposes the reader to a variety of communication techniques"--Provided by publisher. |
| 일반주제명 | Emergency medicine -- Study and teaching. Hospitals -- Emergency services. Teaching. Emergency Medicine -- education Emergency Service, Hospital Teaching Médecine d'urgence -- Étude et enseignement. Hôpitaux -- Services des urgences. Enseignement. emergency rooms. teaching. MEDICAL -- Allied Health Services -- Emergency Medical Services. MEDICAL -- Emergency Medicine. MEDICAL -- Nursing -- Emergency. Emergency medicine -- Study and teaching. |
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