Teaching in Emergency Medicine
#notstarted
ST 4.1.1
Identify a patient presentation as an appropriate case for teaching emergency medicine to prevocational clinicians.
ST 4.1.2
Present a case or topic to a small audience as a teaching activity for pre-vocational clinicians, utilising a diverse range of visual, auditory and electronic aids to facilitate learning.
ST 4.1.3
Facilitate bed-side teaching to prevocational clinicians.
ST 4.1.4
Deliver bed-side teaching of basic procedural skills to prevocational clinicians, while maintaining awareness of and sensitivity to the patient.
ST 4.1.5
Describe good features of observed constructive feedback when delivered by senior colleagues.
ST 4.1.6
Deliver positive feedback to colleagues to reinforce good emergency medicine practice.
ST 4.1.7
ST 4.2.1
Integrate basic principles of adult learning to proficiently deliver a teaching session to a small audience.
ST 4.2.2
Engage in opportunistic bed-side teaching whenever the potential arises, as appropriate.
ST 4.2.3
Apply a structured approach to deliver constructive feedback to junior medical staff about emergency medicine practice.
ST 4.2.4
ST 4.3.1
Appropriately match a teaching method to the audience and subject matter.
ST 4.3.2
Integrate basic adult learning principles to enhance the delivery of clinical bed-side teaching.
ST 4.3.3
Deliver constructive feedback to junior medical staff and peers.
ST 4.3.4
Advise which domains need to be addressed in a formal appraisal process for junior staff and associated strategies.
ST 4.4.1
Lead a case presentation and follow-up discussion with fellow clinicians.
ST 4.4.2
Effectively teach procedural skills and the use of equipment.
ST 4.4.3
Integrate simulation aids when delivering teaching as appropriate.
ST 4.4.4
Proactively utilise identified teaching opportunities in the ED.
ST 4.4.5
Deliver appropriately timed feedback to members of the ED team based on opportunities arising in the ED.
ST 4.4.6