What happens when an educator leaves enough silence for a learner to think? Natalie May explores ‘wait time’ before and after answers, reflects on a recording of her own teaching and suggests ways to notice interruptions, tolerate pauses and improve educational conversations.
Does hypertonic saline offer better outcomes than mannitol after traumatic brain injury? This 2016 appraisal explores the limited comparative evidence, distinguishes changes in intracranial pressure from outcomes that matter to patients and considers the uncertainty surrounding temporary treatment before definitive care.
Small changes can make an emergency department visit feel less frightening for a child. Inspired by ICEM 2016, this reflection explores welcoming children, involving caregivers, using play, listening carefully and respecting dignity, with children’s rights at the centre of the encounter.
How can educators incorporate FOAMed into an existing teaching programme? Drawing on an ICEM 2016 talk, Simon Carley explores course resources, problem-based learning, flipped classrooms and educational prescriptions, while emphasising critical appraisal, curriculum context and the educator’s role in guiding learners.
Why did European and UK trauma guidelines published in 2016 recommend different approaches to resuscitating bleeding patients? Iain Beardsell compares their positions on crystalloids, blood products and vasopressors, reflecting on how disagreements between credible guidelines can challenge apparently settled clinical beliefs.
Two 2016 studies examine difficult questions in out-of-hospital cardiac arrest: whether amiodarone or lidocaine improves outcomes, and how resuscitation duration relates to neurological recovery. Natalie May considers study design, statistical uncertainty and why translating findings into bedside decisions needs care.
Practical perspectives on trauma care and team leadership.
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