#FOAMed

How are online networks changing medical education and research? This reflection on an EMERGE10 presentation explores finding, curating and evaluating information, engaging learners and sharing research. It also considers attention, communication and the relationship between publication metrics and influence in the social age.

Natalie May’s third report from the 2018 FemInEM Ideas Exchange explores who feels able to belong in medicine. Talks address bullying, LGBTQ inclusion, disability, access to medical careers and family leave, alongside reflections on palliative care and the everyday work of changing workplace culture.

Claire Bromley reflects on a 2018 medical elective in Cape Town’s emergency department and prehospital services. Alongside clinical learning, she describes the emotional demands of unfamiliar trauma care and the value of debriefing, supportive colleagues and retaining empathy when difficult cases leave a lasting impression.

How can cognitive load theory help us teach? Nick Smith introduces the relationship between attention, working memory and prior knowledge, then considers its practical implications for presentations and clinical education. The discussion explores reducing unnecessary complexity, managing distractions and using questions and discussion to support learning.

The October 2018 podcast roundup revisits a month of learning and reflection at St Emlyn’s. Its written reading guide links discussions of cricoid pressure, resuscitation, teaching in pressured settings and the pursuit of excellence, alongside FemInEM conference reflections and a personal account of PTSD and therapy.

Does describing clinical work as ‘sexy’ matter? In this FemInEM Ideas Exchange 2018 talk, Natalie May challenges the language of medicine through gender stereotypes, colleagues’ experiences and patients’ perspectives. She also reflects on the social media response and how curiosity and respectful conversation can help us reconsider familiar words.