Excellent emergency medicine educators adapt teaching methods to learner experience level and patient acuity

dc.creator	Kristi H. Grall
dc.creator	Ilene B. Harris
dc.creator	Deborah Simpson
dc.creator	Mark Gelula
dc.creator	Jaime Butler
dc.creator	Edward P. Callahan
dc.date	2013-05-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:17:45Z
dc.date.available	2015-07-20T22:17:45Z
dc.identifier	10.5116/ijme.5184.d71f
dc.identifier	2042-6372
dc.identifier	https://doaj.org/article/c2474f8acd6c4a8bb1406cfc672528a9
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/19140
dc.description	Objectives: This study investigates whether instructional methods used by excellent emergency medicine residency teachers change with changing conditions of learner level of training, patient acuity and department census. Methods: Four excellent, purposively selected, emergency medicine teachers consented to participate in this non-participant observational study. Teachers were observed for 32 hours in the emergency department, using a structured observation form focused on: teaching methods used, context learner level of training, emergency department patient census and patients' illness severity. Data was analyzed qualitatively using constant comparative analysis. Results: Fifteen (15) categories of teaching methods were observed. The 4 most frequently observed methods were: Questioning (used in 47of teaching encounters), Advice Giving (33, Limited Teaching Points (31 and Patient Updates (22. Patient Updates were more often used with senior residents. Multiple methods were used in most encounters. Teaching methods did not vary significantly with increased emergency department volume, but faculty and residents relied more heavily on a single method of teaching per encounter as patient acuity increased to Triage levels One and Two. Conclusions: Excellent emergency medicine teachers teaching methods were classified into 15 categories. They typically rely heavily on four methods, adapting to resident training level and patient illness severity, rather than patient volume. The observed teaching methods provide teachers who have high clinical productivity expectations and/or demanding emergency care settings with an enriched repertoire of teaching strategies.
dc.language	English
dc.publisher	IJME
dc.relation	http://www.ijme.net/archive/4/emergency-medicine-teaching-methods.pdf
dc.relation	https://doaj.org/toc/2042-6372
dc.rights	CC BY
dc.source	International Journal of Medical Education, Vol 4, Pp 101-106 (2013)
dc.subject	graduate medical education
dc.subject	clinical teaching
dc.subject	emergency medicine
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Excellent emergency medicine educators adapt teaching methods to learner experience level and patient acuity
dc.type	article