#FOAMed

Becoming a better learner starts with understanding yourself. In the first part of her series, Natalie May explores motivation, uncertainty, learning from failure and critical reflection, with practical questions for recognising knowledge gaps and seeking feedback that can change clinical practice.

An introduction to educational theories relevant to teaching in emergency and critical care. Prepared for the 2015 Teaching Course in New York, this collection links learning, assessment, deliberate practice and communities of practice, while encouraging educators to question theories rather than treat them as fixed rules.

The EUROTHERM trial tested therapeutic hypothermia for raised intracranial pressure after traumatic brain injury and stopped early after evidence of harm. This 2015 appraisal examines neurological outcomes, trial design and why the timing and position of cooling within an escalation strategy matter when interpreting the results.

An archived October 2015 announcement about registration for SMACC Dublin in 2016. The post outlines the planned ticket releases, workshops and practical arrangements, capturing the build-up to the conference rather than providing information about a current booking opportunity.

Natalie May’s 2015 EuSEM teaching notes explore why treating children’s pain involves more than choosing a drug. The discussion brings together analgesia, preparation for procedures, communication, parental support and distraction, with particular attention to the fear and distress surrounding an emergency department visit.

How do emergency clinicians know whether they make good decisions? Simon Carley separates sound reasoning from lucky outcomes and argues for feedback on everyday practice, exploring patient follow-up, peer review and conversations that reveal how colleagues reached a clinical judgement.