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 53 - Day 2 and 3 Round Up (SMACCUS)
Ep 52 - Managing grief in the ED with Liz Crowe
Ep 51 - Day One Round Up (SMACCUS)
Ep 50 - All in a day's work (SMACC 2015)
Ep 49 - SMACC Workshops Review and Pearls
Ep 48 - Intro to EM: The patient with back pain.
Ep 47 - Barbra Backus on Risk scores in Acute Coronary syndromes
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Ep 45 - Top 10 trauma papers 2014-2015.
Ep 44 - Tim Draycott on Obstetric Trauma (LTC 2014)
Ep 43 - APLS 2015 updates for the management of the serious injured child
Ep 42 - Paediatric Major Trauma with Ross Fisher (LTC 2014)
Ep 41 - Is trauma an elite sport? with Tom Evens (LTC 2014)
Ep 40 - Opiate overdose in the ED
Ep 39 - Prof. Tim Harris on Shock Assessment (LTC 2014)
Ep 38 - New (or are they really new) Oral Anticoagulants and the Emergency Physician PART 2
Ep 37 - Karim Brohi at LTC (LTC 2014)
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