CDEM Voice

Jigsaw is an active learning method where the learners contribute to their education and are not force-fed information.

We understand that choosing a residency program is intimidating and that you are looking for guidance. This blog may help.

Olivia Bailey, MD, Clerkship Director, Associate Professor of Emergency Medicine, University of Iowa

Jacob Manteuffel, MD, Assistant Medical Student Clerkship Director at the Department of Emergency Medicine, Henry Ford Hospital

Medical education research is a thriving and expanding area. However, at times there is real concern regarding the validity of quantitative studies. These issues typically occur throughout the research process, from design to manuscript. One of the more common errors deals with inadequate power.

Simulation has an increasing presence in many EM Clerkship curricula. As we incorporate more simulation, it is essential that we remain aware of the importance of creating psychological safety for our learner.

Meigra Myers Chin, MD, Assistant Professor and Clerkship Director, Department of Emergency Medicine at Rutgers-Robert Wood Johnson Medical School

Who doesn’t want to be a better writer or publish more frequently? Helen Sword is the author of a new book entitled Air &Light &Time & Space: How Successful Academics Write.

Are you tired of hearing about “that cool new study” that your student heard about on a podcast, but can’t cite? Do you find the “why do we do this?” question difficult to answer on shift? Looking to direct your students to landmark EM papers that guide our practice? This month’s FOAMonthly highlights JournalFeed, formerly EM Topics, which promises to spoon feed us the most important EM literature.

Surveys are a common means of acquiring data in medical education research. They can be used to perform needs assessments for curriculum design, evaluate learner and instructor perceptions, or gather information about the attitudes and preferences of individuals in the educational environment.

David Story, MD, Assistant Professor, Department of Emergency Medicine at Wake Forest University Medical Center

In our academic lives, we constantly work in teams and increasingly, we are working in virtual teams. Would you like to apply the best evidence from the organizational and management literature to make your virtual teams effective? If so, read this post from the website Science for Work to learn how to build trust in your virtual teams—increased trust leads to improved team performance and everyone benefits!

Laura Thompson, MD, MS, Assistant Professor Department of Emergency Medicine at OSU Wexner Medical Center

Compared to the traditional passive lecture, active learning methods can increase student participation and motivation, promote critical thinking skills and even increase knowledge retention.

FOAM is an independent platform that includes but is not restricted to blogs, online videos, twitter hashtags, webpage applications and podcasts. The current trend in education has expanded beyond textbooks, lectures, and peer-reviewed articles. FOAM allows for new and updated medical information to be distributed in a timely manner, anytime, anywhere, with the capability of interacting directly with the authors.

The Presidential Address from CDEM's business meeting at SAEM17has always been a time to reflect and look forward.

Choosing the ideal statistical test will help get to the true answer. Much like in our clinical practice, where we have to weigh the risks and benefits of diagnostic testing, the same holds true in statistical testing. Every test has its limitations and risk of giving a false positive or negative.

The old adage of “see one, do one, teach one,” has now become “watch a video, do one, tell someone else about the video.” Modern medical students are sophisticated navigators of online repositories and increasingly rely on supplemental online resources (i.e. not regulated by you) to complement their learning.

Nikita K. Joshi, MD, Assistant Clerkship Director, Emergency Medicine at Stanford University

A Snapshot From the Emergency Medicine Physicians Wellness and Resilience Summit What is it that separates Emergency Physicians with 30-year-long careers from those who burn out after less than a decade? Why is the rate of burnout higher in our field than in any other medical specialty?

With Match behind us, we are entering the last quarter of the academic year. Many will reflect on the progress of graduating medical students and residents and anticipate the arrival of new medical students and interns. Along with that reflection and anticipation, medical schools are likely to be delivering end-of-course evaluations.

A common tool in both medical education and medical education research is the Likert scale. The Likert scale is an ordinal scale using 5 or 7 levels. Despite regular use of the scale, its interpretation and statistical analysis continues to be a source of controversy and consternation.

The task force, working with the NBME conducted a web-based study to establish grading guidelines for the EM ACE.

Sharon Bord, MD, Assistant Professor and Associate Director, Medical Student Education Department of Emergency Medicine at Johns Hopkins University School of Medicine

The modern medical student is no stranger to social media networks, most likely having never lived in a world without internet readily available in schools, homes and libraries. As sources of readily consumable information, many students look to Twitter, Facebook, blogs, and podcasts to supplement their medical learning in addition to interacting with others of similar interests.

For some of our residents, the post-graduate training period may represent the first time in their life (professional or personal) that they experience a significant setback, mistake, or failure with negative consequences. This may take the form of a clinical decision (or indecision), interaction(s) with colleagues or patients, or just the stress of the training.

As 2016 came to a close, JAMA released its list of the top 10 most talked about articles of the year. One of these papers, “Prevalence of Depression, Depressive Symptoms, and Suicidal Ideation Among Medical Students: A Systemic Review and Meta-Analysis” by Rotenstein et al1, falls within the realm of medical education.

Jennifer Avegno currently serves as Associate Program Director and Director of Undergraduate Education at LSU – New Orleans Section of Emergency Medicine

No more death by PowerPoint. We have all sat through PowerPoint presentations overrun by animations and littered with barely readable text and clip-art. Well, no more. Whether you are guilty of poor slide design yourself or interested in coaching faculty, residents or students on designing powerful slide presentations, the Top 10 Slide Tips from Garr Reynolds is a great place to start.

Melissa C. Janse, MD, Director of Undergraduate Medical Education and Clerkship Director, Department of Emergency Medicine at Greenville Health System and Clinical Assistant Professor at University of South Carolina School of Medicine Greenville Clemson University School of Health Research

So why do research? Research is a way to validate our current practices – whether you work at a level 1 academic center or a small critical access hospital; whether you teach students, residents, fellows, or the patient tech helping you with that reduction. It helps the practice and knowledge base of EM grow. It makes ALL of us better at what we love to do.

As clerkship directors (CDs) we are continually providing feedback to our learners and our learners consistently ask for more feedback. A post on The Learning Scientists Blog by Stacey R. Finkelstein entitled “Two Myths about Feedback (and Why the Myths are Wrong)” discusses two common feedback myths.

Lucienne Lutfy-Clayton, MD, Assistant Professor of Emergency Medicine at UMASS Medical School - Baystate Health

Welcome to the new CDEM Voice Faculty Blog!

Useful downloads for Medical Students, Clerkship Directors, and Clerkship Coordinators.