Clinical teaching: An evidence-based guide to best practices from the council of emergency medicine residency directors

Sreeja Natesan*, John Bailitz, Andrew King, Sara M. Krzyzaniak, Sarah K. Kennedy, Albert J. Kim, Richard Byyny, Michael Gottlieb

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Clinical teaching is the primary educational tool use to train learners from day one of medical school all the way to the completion of fellowship. However, concerns over time constraints and patient census have led to a decline in bedside teaching. This paper provides a critical review of the literature on clinical teaching with a focus on instructor teaching strategies, clinical teaching models, and suggestions for incorporating technology. Recommendations for instructor-related teaching factors include adequate preparation, awareness of effective teacher attributes, using evidence-based-knowledge dissemination strategies, ensuring good communication, and consideration of environmental factors. Proposed recommendations for potential teaching strategies include the Socratic method, the One-Minute Preceptor model, SNAPPS, ED STAT, teaching scripts, and bedside presentation rounds. Additionally, this article will suggest approaches to incorporating technology into clinical teaching, including just-in-time training, simulation, and telemedical teaching. This paper provides readers with strategies and techniques for improving clinical teaching effectiveness. [West J Emerg Med. 2020;21(4)985-998.].

Original languageEnglish (US)
Pages (from-to)985-998
Number of pages14
JournalWestern Journal of Emergency Medicine
Volume21
Issue number4
DOIs
StatePublished - 2020

ASJC Scopus subject areas

  • Emergency Medicine

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