Taking Advantage of the Teachable Moment: A Review of Learner-Centered Clinical Teaching Models
UMass Chan Affiliations
Department of Emergency MedicineDocument Type
Journal ArticlePublication Date
2018-01-01Keywords
Emergency MedicineHealth and Medical Administration
Health Services Administration
Health Services Research
Medical Education
Metadata
Show full item recordAbstract
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.Source
West J Emerg Med. 2018 Jan;19(1):28-34. doi: 10.5811/westjem.2017.8.35277. Epub 2017 Dec 5. Link to article on publisher's site
DOI
10.5811/westjem.2017.8.35277Permanent Link to this Item
http://hdl.handle.net/20.500.14038/28460PubMed ID
29383053Related Resources
Rights
Copyright : © 2018 Chinai et al. This is an open access article distributed in accordance with the terms of the Creative Commons Attribution (CC BY 4.0) License. See: http://creativecommons.org/licenses/by/4.0/Distribution License
http://creativecommons.org/licenses/by/4.0/ae974a485f413a2113503eed53cd6c53
10.5811/westjem.2017.8.35277
Scopus Count
Except where otherwise noted, this item's license is described as Copyright : © 2018 Chinai et al. This is an open access article distributed in accordance with the terms of the Creative Commons Attribution (CC BY 4.0) License. See: http://creativecommons.org/licenses/by/4.0/