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  • Silverman Bedside Teaching 9.15x

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    This document discusses opportunities and barriers to teaching medical students at the bedside in the emergency department. It notes that the percentage of teaching done at the bedside has declined from 20% in 1964 to 16% in 1978 to now less than that. Barriers include the hectic unpredictable nature of the emergency department, flow maintenance concerns, focus on patient satisfaction, and lack of compensation for bedside teaching. However, it also notes the opportunity for teaching provided by having attendings available 24/7, exposure to undifferentiated patients and a variety of cases and acuity levels. It provides tips for effective bedside teaching such as focusing physical exam skills, incorporating core competencies, including the patient, providing feedback, and serving as

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    This document discusses opportunities and barriers to teaching medical students at the bedside in the emergency department. It notes that the percentage of teaching done at the bedside has declined from 20% in 1964 to 16% in 1978 to now less than that. Barriers include the hectic unpredictable nature of the emergency department, flow maintenance concerns, focus on patient satisfaction, and lack of compensation for bedside teaching. However, it also notes the opportunity for teaching provided by having attendings available 24/7, exposure to undifferentiated patients and a variety of cases and acuity levels. It provides tips for effective bedside teaching such as focusing physical exam skills, incorporating core competencies, including the patient, providing feedback, and serving as

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    © All Rights Reserved
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    13 views13 pages

    Silverman Bedside Teaching 9.15x

    Uploaded by

    frunz
    This document discusses opportunities and barriers to teaching medical students at the bedside in the emergency department. It notes that the percentage of teaching done at the bedside has declined from 20% in 1964 to 16% in 1978 to now less than that. Barriers include the hectic unpredictable nature of the emergency department, flow maintenance concerns, focus on patient satisfaction, and lack of compensation for bedside teaching. However, it also notes the opportunity for teaching provided by having attendings available 24/7, exposure to undifferentiated patients and a variety of cases and acuity levels. It provides tips for effective bedside teaching such as focusing physical exam skills, incorporating core competencies, including the patient, providing feedback, and serving as

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 13

    Michael E.

    Silverman, MD
    FACP, FAAEM
    Assistant Residency Director
    Dept. of Emergency Medicine
    Morristown Memorial Hospital

    
    
    
    
    

    Review barriers
    EMs unique
    Back to basics
    Teaching students
    Role modeling

    
    
    

    1964 : 20 % of teaching at bedside


    1978: 16 %
    Now: <<<

    Barriers
    
    
    
    
    
    
    

    Hectic/ Unpredictable
    Flow Maintenance
    Concern of Pt Satisfaction
    Urgent nature
    Not Trained
    Decline in PE skills
    Not compensated for bedside education

    Opportunity Abounds
    
    
    
    

    24/7 Attendings
    Undifferentiated Patients
    Incredible Variety
    Ranging Levels of Acuity
     Sick vs. Not Sick
     Procedures

    
    
    

    Hone PE Skills
    Continue to Grow your Knowledge Base
    Keep up with Current Literature

    
    

    Time limits
    Independent study (Adult Learners)
    
    

    Students Review Procedures


    Teach Practiced Based Learning

    Brief Hits
    
    
    

    Dont try to Accomplish to Much


    Wont Remember
    Each Case Can Have a Teachable Moment

    
    

    Non- confrontational
    Be a role model
    
    

    Professionalism
    Communication

    Different Levels
    
    
    

    Know Where They Are At


    MS 2, 3, 4
    Varied Knowledge Bases

    Incorporate Core Competencies

    
    

    Include the Patient


    Nair
    
    

    
    
    
    

    68% Increased Understanding of Dz


    77% Enjoyed

    Advanced Notice
    Limit Length
    Explain Exam
    Answer Questions

    Provide Feedback
    
    

    Observe H and P
    Case Presentations

    
    
    
    
    
    
    
    

    Inspire Confidence
    Explain Decision Making Process
    Treating Students with Respect
    Providing Role Models/ Ethical
    Encouraging EBM
    Teaching Autonomy
    Teach with Enthusiasm
    Communicate Expectations

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