Day two of dasSMACC 2017 asks how professional tribes, team dynamics and complexity influence care. The report also covers equality, knowledge sharing and resuscitation debates, bringing together reflections on how emergency and critical-care teams work under pressure.
#dasSMACC Day 2. St.Emlyn’s Read More
From prehospital simulation to end-of-life conversations, day one of dasSMACC 2017 combined clinical challenges with questions about how medicine learns. This report revisits sickle cell care, self-doubt, patient-centred outcomes and the future of scientific publishing.
#dasSMACC day 1 with St.Emlyn’s Read More
The final day of The Teaching Course in Copenhagen in 2017 focuses on presentations and difficult feedback. The report introduces the P-cubed approach to story, supporting media and delivery, alongside practice using the Giraffe method for challenging conversations.
#dasTTC in Copenhagen. Day 3. Read More
Day two of The Teaching Course in Copenhagen in 2017 puts educational theory into practice. This report explores simulation for experienced clinicians, designing scenarios, retrieval and spaced learning, and making constructive use of feedback as a lifelong learner.
#dasTTC Day 2 in Copenhagen. Read More
Day one of The Teaching Course in Copenhagen in 2017 connects medical education with wellbeing, performance under pressure and self-awareness. The report also explores pastoral support, social media and personal learning networks as tools for developing educators and learners.
#dasTTC Copenhagen: Day 1. St.Emlyn’s Read More
Can statistical checks uncover unreliable clinical research? This 2017 discussion examines John Carlisle’s analysis of baseline data in randomised trials, considering errors, possible fabrication and the responsibilities of journals, while cautioning that an unusual result is not proof of fraud.
Fake news, lies, fraud, errors and statistics. St.Emlyn’s Read More
Do teaching hospitals deliver better outcomes? This 2017 appraisal examines a large US study linking teaching status with lower mortality, while exploring confounding, limits to generalisability and why the association does not show that teaching itself caused the difference.
JC: Those who can, do; those who teach, do better. St.Emlyn’s Read More
Who should pay for access to medical research? Mike Charlesworth and Lee Feddy weigh subscription fees, open-access publication charges and barriers for unfunded researchers, then ask what medical journals could learn from the business models of digital entertainment services.
Do medical journals need a more modern business model? Read More
