Practical Teaching in Emergency Medicine
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Emergency medicine attendings who wish to hone their teaching skills can find a number of books on educational strategies written by physicians from other disciplines. However, until the publication of the first edition of this book, they did not have access to a text written by emergency medicine physicians on methods of teaching that are directly applicable to teaching EM. This book was compiled to meet that need.

Following the introductory section, which provides important background information, the book’s contents are organized into 4 sections that correspond to the core needs and interests of EM educators: Section 2 focuses on practical and ethical considerations of teaching in the ED; Section 3 provides strategies for teaching specific groups of learners; Section 4 looks at the skills that are characteristic of the best EM educators; and Section 5 looks indepthly at specific teaching techniques and strategies.

Now more than ever this book addresses the needs of physician educators from all over the world. New chapters discuss lecturing to an international audience; using simulation as a teaching tool; how to make journal club work for you, and other topics that are of broad interest to medical educators in this field.  In general, each chapter has been updated and reviewed to make sure the content was something that emergency physician educators could use in any country .

The chapter contributors are widely regarded as leaders in the field of emergency medicine education and faculty development. Authors were given free rein to develop their chapters and write in their own style. They were asked to present their personal views on how to successfully teach the art of emergency medicine, rather than review evidence-based guidelines regarding medical education. As a result, most of the chapters have few references. This first-person approach to a multi-authored textbook yields a compilation that varies in style from chapter to chapter and exposes the reader to a variety of communication techniques.


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.


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


“This book is structured and organized to be an easy-to-follow guide on becoming a better educator in emergency medicine. . . The mechanics of treatment are thoroughly explained in this book by leaders in emergency medicine education, providing best practices and effectively focusing on the emergency medicine venue.”  (The Annals of Pharmacotherapy, 1 July 2013)

“This is an easy-to-read book ideal for junior faculty in emergency medicine. The summaries at the end of each chapter are well written and high yield. The book describes practical ways of teaching that can be easily applied and includes references for resources to fill out the details not supplied in the book. The advantage of the second edition is the focus on complementing education with online resources and technology that appeal to this generation's learners.”  (Doody’s, 17 May 2013)