Hostname: page-component-cd9895bd7-p9bg8 Total loading time: 0 Render date: 2024-12-27T19:31:25.541Z Has data issue: false hasContentIssue false
  • English
  • Français

Clinical teaching in a busy emergency department: strategies for success

Published online by Cambridge University Press:  21 May 2015

Rick Penciner
Rick Penciner*
Affiliation:
Department of Emergency Medicine, North York General Hospital, Toronto, Ont.
*
North York General Hospital, 4001 Leslie St., North York ON M2K 1E1; [email protected]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Clinical teaching is an integral part of emergency medical practice. With the growing number of medical students and residents in the emergency department there are increasing expectations for clinicians to teach. But there are many challenges and obstacles to overcome when teaching in a busy department. By incorporating diverse strategies and techniques, we can become more effective and efficient emergency medicine teachers.

Keywords

clinical teachingeffective teachingtraineesstudentseducation
Type
Education • Éducation
Information
Canadian Journal of Emergency Medicine , Volume 4 , Issue 4 , July 2002 , pp. 286 - 288
Copyright
Copyright © Canadian Association of Emergency Physicians 2002

References

1.Irby, DM.Clinical teacher effectiveness in medicine. J Med Ed 1978;53:808–15.Google Scholar
2.Irby, DM, Ramsey, PG, Gillmore, GM, Schaad, D.Characteristics of effective clinical teachers of ambulatory care medicine. Acad Med 1991;66:54–5.Google Scholar
3.Chambers, R, Wall, D.Teaching made easy: a manual for health professionals. Abingdon: Radcliffe Medical Press; 2000. p. 111.Google Scholar
4.Ende, J.What if Osler were one of us? Inpatient teaching today. J Gen Int Med 1997;12(suppl 2):S41–8.Google Scholar
5.McGee, SR, Irby, DM.Teaching in the outpatient clinic: practical tips. J Gen Int Med 1997;12(suppl 2):S34–S40.CrossRefGoogle ScholarPubMed
6.Rubenstein, W, Talbot, Y.Medical teaching in ambulatory care: a practical guide. New York: Springer Publishing Company; 1992. p. 13–29, 60–68.Google Scholar
7.Brancati, F.The art of pimping. JAMA 1989;262:89–90.CrossRefGoogle ScholarPubMed
8.Ende, J.Feedback in clinical medical education. JAMA 1983;250:777–81.CrossRefGoogle ScholarPubMed
9.Bayley, T. Learning principles. In: Bayley, T, Drury, M editors. Teaching and training techniques for hospital doctors. Abingdon: Radcliffe Medical Press; 1998. p. 1–8.Google Scholar
10.Irby, DM.Teaching and learning in ambulatory care settings: a thematic review of the literature. Acad Med 1995;70:898–931.Google Scholar
11.Orlander, JD, Fincke, BG.Soliciting feedback: on becoming an effective clinical teacher. J Gen Int Med 1994;9:334–5.Google Scholar
12.Knight, JA.Our physician forebear Sir William Osler as teacher to emulate. In: Edwards, JC, Marier, RL editors. Clinical teaching for medical residents: roles, techniques and programs. New York: Springer Publishing Company; 1988. p. 35–49.Google Scholar
13.Rowe, MB.Wait time: slowing down may be a way of speeding up. J Teacher Ed 1986;37:43–50.Google Scholar