A successful workshop starts with clear aims and an understanding of its participants. This ten-step guide covers context, resources, timing and interaction, then explains how feedback and structured reflection can help you refine the session for its next outing.
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.
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.
Does icatibant help ACE inhibitor-associated angioedema? This 2017 review contrasts an encouraging small trial with a larger placebo-controlled study that found no faster recovery, while explaining why its results cannot settle treatment for immediately life-threatening cases.
Natalie May continues her reflections on a year with Sydney HEMS, focusing on paediatric retrieval, drowning and airway care. These personal clinical lessons explore equipment, communication and the compromises involved in delivering critical care outside the hospital.
Whose assessment counts when a child is in pain? This 2017 appraisal of paediatric pain scales examines agreement between children, nurses and doctors, questioning whether disagreement justifies dismissing children’s reports and what a single pain measurement can really tell us.
Practical perspectives on trauma care and team leadership.
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