We are delighted to introduce you to the "St Emlyn's Lesson Plans", which we hope will help structure some of your education sessions over coming months (and years).
Each lesson plan starts with a descrete learning outcome, to set the scene, as well as details of the RCEM curriculum item(s) that will be covered.
The first tasks are aimed at aquiring some background knowledge and can either be done as part of the session, or beforehand. These utilise the vast "FOAMed" resources (including, but not exclusively, those of St Emlyn's).
Our experience is that time constraints often mean that "background reading" isn't achieved before the session, so would encourage allowing time within it to complete these. They are designed to take about 30 minutes and occupy the first half of the session.
Everything you need for each lesson is included in the plan. We would recommend that each learner has an internet enabled device available (with headphones) to read and listen to the background material at their own pace.
The second half of the session should be facilitated by an expert. This can happen in person, but also online, via any of the interfaces that are now so familiar.
In many plans we have given some case examples, but it would be even better if learners can bring cases of their own for discussion. This element is very much within the control of the facilitator (who should been fully cogniscent of the contents of the knowledge section).
The session finishes off with a summary, this should emphasise again the most important learning points. To really embed the knowledge and skills the particiapants should be encouraged to reflect on what they have learned, and to even talk to thse who were unable to attend about what they missed.
For learners this also gives an opportunity to easily link teaching sessions to their portfolio.
You may want to record the "face-to-face" elements, so that those who were not present are able to access them when they can (and those that did can rewatch to refresh their learning).
Although these plans are designed for delivery in a single centre, there is absolutely no reason why regional (or even national) teaching could take place in this way. The recent COVID19 Journal Clubs have demonstrated beautifully how a group of learners can engage with an online panel.
We would be very happy to receive lessons plans to add to the collection. This is very much a collaborative effort.
Please let us know what you think of these lesson plans and if you are using them in your Department. We'd love to hear your ideas about how we can take medical education forward.
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Ep 230 - Top Twenty Papers of 2023 - Part 2 - Haemorrhage and Cardiac
Ep 229 - Top Twenty Papers of 2023 - Part 1 - Airway
Ep 228 - January 2024 Monthly Round Up - New Year Resolutions, intubating poisoned patients and wellbeing in the ED
Ep 227 - December 2023 Round Up -Major bleeding decison making, E-scooters, AI and advanced resuscitation possibilities
Ep 226 - October and November 2023 Monthly Round Up - Trauma, Resuscitation, Aortic Dissection and Silence
Ep 225 - A deep dive into ECMO with Andy Curry
Ep 224 - September 2023 Monthly Round Up - Top Ten Papers and more
Ep 223 - July and August 2023 Monthly Round Up
Ep 222 - Monthly Round Up June 2023 - Airways, AMAX4, Head Injuries, TXA and more
Ep 221 - Brief Resolved Unexplained Events with Jilly Boden at the PREMIER Conference
Ep 220 - Penetrating Injuries with John O’Neil at the PREMIER Conference
Ep 219 - Blast Injuries with Chris Hillman at the PREMIER Conference
Ep 218 - Non epileptiform seziures with Steve Warriner at the PREMIER Conference
Ep 217 - Weaning the wheezy child with David James at the PREMIER Conference
Ep 216 - April 2023 Monthly Round Up: HALO procedures and Blood Transfusion
Ep 215 - March 2023 Monthly Round Up
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