Welcome to the third episode of AEM Education and Training, a podcast collaboration between the Academic Emergency Medicine E&T Journal and Brown Emergency Medicine. Each quarter, we'll give you digital open access to an AEM E&T Article or Article in Press, with an author interview podcast and links to curated supportive educational materials for EM learners and medical educators.

Find this podcast series on iTunes here.

Discussing: 

Not another bedside lecture: Active learning techniques for clinical instruction. Merritt C, Munzer BW, Wolff M, Santen SA . AEM Education and Training. 2018, 2(1):48-50. 

LISTEN now:Interview with lead author chris merritt, md, MPH, FAAP

QUICK Summary:

Tired of the same old bedside teaching routine you've been trying with your learners, or looking to expand your repertoire? Merritt et al. tackle this common concern in a brief article highlighting rapidly implementable strategies that you can use to help enhance learning in the clinical environment. Examples include:

"The Muddiest Point:" Ask learners to reflect on an aspect of a case that was vague or unclear. Use this as launching point for further discussion. 

"Harvesting:" Ask learners to reflect on a case using the phrases "So what?" and "Now what?" as mechanisms to consider an important clinical point and how they will implement this information with future patient encounters.

"Thinking Hats:" Encourage the learner to consider a patient case from various perspectives such as the patient, family member or nursing. 

Additional resources:

EM Cases Episode 98:  Teaching On Shift

SNAPPS: a learner-centered model for outpatient education. Wolpaw, T. M., Wolpaw, D. R., & Papp, K. K. (2003).Academic Medicine, 78(9), 893-898.

A five-step microskills model of clinical teaching. Neher JO, Gordon KC, Meyer B, Stevens N.  J Am Board Fam Prac. 1992;5:419-24.

Faculty editor: Dr Gita Pensa