In these days of evidence based medicine, the story is often looked down upon as archaic, just an anecdote, having no place in modern medicine. Is this true? Have stories nothing to teach us anymore?
Yes I was battered and bruised, and no I wasn't capable of fulfilling all the duties of a consultant but despite this I still had a role to play, a way I could contribute to the specialty that I loved, a reason to belong in EM. For the first time in nearly two years I wasn't just a problem, I was a solution.
In an attempt to help out the medical students that I work with, I came up with these ten tips for their OSCEs.
Using the metaphor of a Where's Wally book, here is my Wally's Guide to Educating Clinicians!
A recent tweet from the account of the QI Elves has added a new Rubber Duck to my consciousness and rather bizarrely it is related to my interest in Diagnostic Thinking. Is it possible that a rubber duck could reduce errors and improve patient safety?
This is a very briefly summary of evidence based learning strategies and then my suggestion of how we can apply them to our busy, everyday clinical practice. This is not meant as a substitute for quality time spent with an experienced educator but it is something we can do for ourselves to help compliment and consolidate any formal learning that we receive.
I have spent many years listening to preachers. Some have inspired, some have frustrated and the very best have challenged. Now in my role as a medical educator I find myself once again trying to communicate with an audience and find that many of the lessons learnt about preaching apply to my current situation as a teacher. Here are five of them.