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Natalie May ACEM Annual Scientific Conference (Queenstown, NZ) Social Media in Medical Education (Nov 2016) New South Wales Medical Education and Training Conference (Sydney) Generation Why: Teaching Across a Generation […]

The St Emlyn’s team looks back on 2016 through clinical successes, teaching experiences, research milestones and personal moments. These reflections share the people, ideas and learning opportunities that mattered to the contributors, alongside hopes for the year ahead.

Can a rude comment disrupt clinical teamwork? This 2016 appraisal examines a randomised neonatal simulation study in which rudeness impaired performance and information sharing, then considers the limits of transferring those findings to real care and the implications for everyday professional behaviour.

A presentation is more than its slides. Ross Fisher introduces the p-cubed approach to story, supporting media and delivery, explaining how attention to the audience and the interaction between these elements can change the way clinicians prepare and present.

Does open cardiac massage outperform closed chest compressions in traumatic cardiac arrest? This 2016 appraisal examines a small study using end-tidal carbon dioxide measurements, explaining why limited numbers and differences between patient groups leave the treatment question unresolved.

How can simulation develop the relationships and attitudes that shape clinical teamwork? Drawing on a EuSEM 2016 talk, this post explores training in the workplace, involving the whole team in debriefs and using learning conversations to understand behaviour under pressure.

A report from EuSEM 2016 in Vienna, covering trauma, cardiac diagnostics, decision-making, education and clinician wellbeing. Alongside the clinical sessions, the post reflects on interactive debate, international connections and the value of meeting emergency medicine colleagues beyond the lecture hall.

What makes emergency medicine trainees feel valued and supported? Reflecting on conversations with trainees in 2016, this post argues for meaningful feedback, supervisors who understand the curriculum, accessible consultant support and fairer rotas as investments in the specialty’s future.

Are we teaching today’s learners in ways that only suited our own training? In this 2016 conference companion, Natalie May considers generational assumptions and argues for active learning, supportive supervision and thoughtful use of online resources in medical education.

Could augmented reality change clinical practice and medical education? This 2016 overview moves from vein imaging to surgical training and proposed uses in emergency care, distinguishing early applications from future possibilities and noting where evidence of benefit remained uncertain.