SAEM’s Clerkship Directors in Emergency Medicine (CDEM) and EMRA released a training video for medical students that demonstrates how to tell a compelling story when presenting a patient’s case. This brief video offers handy do’s and don’ts that will help medical students understand how best to efficiently and effectively communicate in the ED.
The ten-minute video features EMRA resident and student members and CDEM leaders: Aditi Mitra, Michael Yip, Zach Jarou, David Gordon with help from Cathey Wise (EMRA) and Melissa McMillan (SAEM), with yours truly playing Mr. Ferguson.
Continue reading “EMRA + CDEM Patient Presentations Video”
I found a new blog on eLearning by Cathy Moore. Her most recent post is on giving feedback in scenarios that make students think. After answer a question of “what would you do next” you have one of two choices if the student picks the wrong answer:
- tell them the correct answer
- show them what happens if you pick the wrong answer, and then let them figure out if it’s wrong
Continue reading “Showing feedback (instead of telling feedback)”
If you want a PDF of this, click this link: M4WG Writing Good Objectives
An objective is a description of a performance you want learners to be able to exhibit before you consider them competent. In other words: what should students be able to do when they are done with your course?
Clear objectives are important because they:
- let the students know what they’ll be able to do by the end of the course
- help instructors pick material to best achieve that learning goal, and
- give evaluators something to measure the success of their instruction.
Continue reading “Writing Good Objectives”
Stacey Poznanski, Chris Chapman, Sally Stanten, Meg Wolff
CGEA 2013 – Cincinnati, Ohio
Normal lectures with a power point presentation full of bullet points does not lead to long term retention. We need to start with the acknowledgement of this fact. This inefficaciousness begs us to do something differently. We can still use the lecture format, but need to to make it more effective. If we can incorporate some of the higher order activities in the pyramid: demonstrations, discussions, practice and even teaching into our didactic sessions we can improve the efficacy of our sessions, making the time spent more worthwhile for students and teachers. Continue reading “Not Another Boring Lecture”
A recent(-ly rebroadcast) of one of my favorite podcasts, Radiolab, talked about the concept of emergence. They started with the example of fireflies on miles of riverbank in Thailand all flashing in unison. There is no conductor, they just somehow do it. Similarly, individually blind and thoughtless ants together spontaneously organize to create feats of insect engineering. And bees. And the electrical activity of individual neurons coalescing into thoughts. Continue reading “Emergence”
The use of mobile devices (like smart phones and old school PDA’s) allow for students to learn within the context of what they are studying. For example, a student learning about plants can be out in the forest with their device. A student learning about social sciences can be in a museum. The devices can be equipped with RFID readers so when a student gets close to an item, it triggers information to be presented about that item. For example, when a student nears a particular plant, the smart phone would show information about that plant. Of course modern equipment can use GPS data to trigger content instead of RFID chips. Continue reading “Ubiquitous learning (uLearning) and iPads”