Taking Advantage of the Teachable Moment: A Review of Learner-Centered Clinical Teaching Models.
| Autor: | Chinai SA; University of Massachusetts School of Medicine, Department of Emergency Medicine, Worcester, Massachusetts., Guth T; University of Colorado School of Medicine, Department of Emergency Medicine, Aurora, Colorado., Lovell E; University of Illinois at Chicago School of Medicine, Department of Emergency Medicine, Chicago, Illinois.; Advocate Christ Medical Center, Department of Emergency Medicine, Oak Lawn, Illinois., Epter M; Maricopa Medical Center, Department of Emergency Medicine, Phoenix, Arizona. |
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| Jazyk: | angličtina |
| Zdroj: | The western journal of emergency medicine [West J Emerg Med] 2018 Jan; Vol. 19 (1), pp. 28-34. Date of Electronic Publication: 2017 Dec 05. |
| DOI: | 10.5811/westjem.2017.8.35277 |
| Abstrakt: | When working in a chaotic Emergency Department (ED) with competing priorities, clinical teaching may be sacrificed for the sake of patient flow and throughput. An organized, efficient approach to clinical teaching helps focus teaching on what the learner needs at that moment, incorporates regular feedback, keeps the department on track, and prevents over-teaching. Effective clinical teaching in a busy environment is an important skill for senior residents and faculty to develop. This review will provide a critique and comparison of seven structured teaching models to better prepare readers to seize the teachable moment. Competing Interests: Conflicts of Interest: By the WestJEM article submission agreement, all authors are required to disclose all affiliations, funding sources and financial or management relationships that could be perceived as potential sources of bias. No author has professional or financial relationships with any companies that are relevant to this study. There are no conflicts of interest or sources of funding to declare. |
| Databáze: | MEDLINE |
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