Editors and Contributors, xi Preface, xxi Section 1 Background/Introduction Chapter 1 Adult learners in the emergency department, 3 Ellen J. O?Connell and Kurt C. Kleinschmidt Chapter 2 Obstacles to teaching in the emergency department, 15 David K. Duong, Esther K. Choo, and Jeffrey A. Tabas Chapter 3 Teaching and patient care in emergency medicine, 25 Michael A. Bohrn and David A. Kramer Chapter 4 Mentoring in emergency medicine, 35 Gus M. Garmel Section 2 Teaching in the Emergency Department and Beyond Chapter 5 Bedside teaching in the emergency department, 59 Kevin G. Rodgers Chapter 6 Teaching invasive medical procedures, 72 Siamak Moayedi and Mercedes Torres Chapter 7 Providing feedback in the emergency department, 85 David A. Wald Chapter 8 The computer as a teaching tool, 98 Joshua S. Broder Chapter 9 Educational technology: Web 2.0, 118 Michael C. Bond and Robert Cooney Chapter 10 Teaching the intangibles: professionalism and interpersonal skills/communication, 137 David K. Zich and James G. Adams Chapter 11 Teaching lifelong learning skills: journal club and beyond, 151 Christopher R. Carpenter Chapter 12 Medical podcasting 101, 163 Robert Orman and Scott D. Weingart Chapter 13 Use of simulation in emergency department education, 177 Traci L. Thoureen and Sara B. Scott Section 3 Teaching Specific Groups Chapter 14 Teaching medical students, 189 David E. Manthey Chapter 15 Teaching residents from other services in the emergency department, 203 Michelle Lin and Amer Z. Aldeen Chapter 16 The education of resident physicians in emergency medicine, 216 Jonathan G. Wagner, William K. Mallon, and Stuart P. Swadron Chapter 17 Teaching residents how to teach, 237 Carey D. Chisholm Chapter 18 Teaching to an international audience, 248 Terrence M. Mulligan Chapter 19 The emergency department consultation: teaching physician?physician communication to improve patient outcomes, 268 Chad S. Kessler, Yalda Afshar, and Albert C. Vien Section 4 Improving as an Educator in Emergency Medicine Chapter 20 Characteristics of great teachers, 285 Jennifer Avegno and Peter M. C. DeBlieux Chapter 21 Effective presentation skills, 295 Joseph R. Lex Jr. and Zachary Repanshek Chapter 22 Small-group discussion skills, 307 Matthew D. Deibel and Mary Jo. Wagner Chapter 23 Faculty development as a guide to becoming a better teacher, 319 Gloria J. Kuhn Section 5 Teaching Techniques and Strategies Chapter 24 Strategies for effective clinical emergency department teaching, 339 Glen W. Bandiera and Shirley Lee Chapter 25 Pearls and pitfalls in teaching: what works, what does not?, 352 Brian Clyne and David G. Lindquist Index, 361
Chief Editor Chief Editor Robert L. Rogers, FACEP, FAAEM, FACP; Associate Professor of Emergency Medicine and Medicine; Director, Undergraduate Medical Education; Director, Teaching Fellowship; Department of Emergency Medicine, The University of Maryland School of Medicine, Baltimore, MD, USA. Associate Editors Amal Mattu, MD, FAAEM, FACEP, Professor and Vice Chair; Director, Faculty Development Fellowship; Department of Emergency Medicine, University of Maryland School of Medicine, Baltimore, MD, USA. Michael E. Winters, MD, FACEP, FAAEM, Associate Professor of Emergency Medicine and Medicine; Director, Combined EM/IM Program; Co-Director, Combined EM/IM/Critical Care Program; Department of Emergency Medicine, University of Maryland School of Medicine, Baltimore, MD, USA. Joseph P. Martinez, MD, Assistant Professor of Emergency Medicine; Assistant Dean for Student Affairs, University of Maryland School of Medicine, Baltimore, MD, USA. Terrence M. Mulligan DO, MPH, FACOEP, FNVSHA, FACEP, FAAEM, FIFEM, Assistant Professor in Emergency Medicine; University of Maryland School of Medicine, Department of Emergency Medicine, Baltimore, MD, USA; Extraordinary Senior Lecturer / Visiting Assistant Professor, Stellenbosch University, Division of Emergency Medicine, Cape Town, South Africa.
This book is structured and organized to be aneasy-to-follow guide on becoming a better educator in emergencymedicine... The mechanics of treatment are thoroughly explainedin this book by leaders in emergency medicine education, providingbest practices and effectively focusing on the emergency medicinevenue. (The Annals of Pharmacotherapy, 1 July2013) This is an easy-to-read book ideal for junior faculty inemergency medicine. The summaries at the end of each chapter arewell written and high yield. The book describes practical ways ofteaching that can be easily applied and includes references forresources to fill out the details not supplied in the book. Theadvantage of the second edition is the focus on complementingeducation with online resources and technology that appeal to thisgeneration's learners. (Doody s, 17 May2013)