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 books 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, 3Ellen J. OConnell and Kurt C. Kleinschmidt

Chapter 2 Obstacles to teaching in the emergency department, 15David K. Duong, Esther K. Choo, and Jeffrey A. Tabas

Chapter 3 Teaching and patient care in emergency medicine, 25Michael A. Bohrn and David A. Kramer

Chapter 4 Mentoring in emergency medicine, 35Gus M. Garmel

Section 2 Teaching in the Emergency Department and Beyond

Chapter 5 Bedside teaching in the emergency department, 59Kevin G. Rodgers

Chapter 6 Teaching invasive medical procedures, 72Siamak Moayedi and Mercedes Torres

Chapter 7 Providing feedback in the emergency department, 85David A. Wald

Chapter 8 The computer as a teaching tool, 98Joshua S. Broder

Chapter 9 Educational technology: Web 2.0, 118Michael C. Bond and Robert Cooney

Chapter 10 Teaching the intangibles: professionalism and interpersonal skills/communication, 137David K. Zich and James G. Adams

Chapter 11 Teaching lifelong learning skills: journal club and beyond, 151Christopher R. Carpenter

Chapter 12 Medical podcasting 101, 163Robert Orman and Scott D. Weingart

Chapter 13 Use of simulation in emergency department education, 177Traci L. Thoureen and Sara B. Scott

Section 3 Teaching Specific Groups

Chapter 14 Teaching medical students, 189David E. Manthey

Chapter 15 Teaching residents from other services in the emergency department, 203Michelle Lin and Amer Z. Aldeen

Chapter 16 The education of resident physicians in emergency medicine, 216Jonathan G. Wagner, William K. Mallon, and Stuart P. Swadron

Chapter 17 Teaching residents how to teach, 237Carey D. Chisholm

Chapter 18 Teaching to an international audience, 248Terrence M. Mulligan

Chapter 19 The emergency department consultation: teaching physicianphysician communication to improve patient outcomes, 268Chad S. Kessler, Yalda Afshar, and Albert C. Vien

Section 4 Improving as an Educator in Emergency Medicine

Chapter 20 Characteristics of great teachers, 285Jennifer Avegno and Peter M. C. DeBlieux

Chapter 21 Effective presentation skills, 295Joseph R. Lex Jr. and Zachary Repanshek

Chapter 22 Small-group discussion skills, 307Matthew D. Deibel and Mary Jo. Wagner

Chapter 23 Faculty development as a guide to becoming a better teacher, 319Gloria J. Kuhn

Section 5 Teaching Techniques and Strategies

Chapter 24 Strategies for effective clinical emergency department teaching, 339Glen W. Bandiera and Shirley Lee

Chapter 25 Pearls and pitfalls in teaching: what works, what does not?, 352Brian Clyne and David G. Lindquist

Index, 361