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What would a realistic wellbeing plan look like alongside a demanding critical care job? Liz Crowe’s companion to the wellbeing podcast explores sleep, food, movement, quiet time and relationships, using her own routine to illustrate an approach tailored to the individual.

A participant’s report from the airway masterclass at SMACC Dublin in 2016, covering intubation, surgical airway practice, nasendoscopy and scenario simulation. The account emphasises rehearsal, teamwork and shared understanding alongside the technical skills, with links to further teaching resources.

How might technology change what counts as an emergency? This 2016 essay explores wearable monitoring, diagnostic decision support and the shift towards predicting disease, while questioning overdiagnosis, unequal access and the opportunity costs of investing in new clinical technologies.

How closely does our view of our own performance match what colleagues and patients see? Introducing his SMACC talk, Simon Carley reflects on impostor feelings, the limits of self-assessment and why honest feedback and reflection matter for becoming better clinicians and educators.

When does confidence in the emergency department become overconfidence? Prompted by personal feedback, this reflection explores diagnostic uncertainty, missed opportunities to learn from patient outcomes and practical ways to seek advice, follow up decisions and invite honest feedback from colleagues.

Does repeating a skill make us better, or simply more practised at doing it the same way? Simon Carley explores deliberate practice through clinical, musical and sporting examples, emphasising focused tasks, feedback, reflection and coaching when time for learning is limited.

How can clinicians take more control of their learning? Part two of Natalie May’s series explores memory, mental rehearsal, simulation and spaced repetition, then considers how preparing to teach, anticipating questions and reflecting on teaching can deepen the teacher’s own understanding.

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.

Teaching / Educational theories Learning strategies Spaced repetition: remembering what we teach Why coming back to a topic helps, what to do when you return, and how mixing cases can […]

Teaching / Educational theories Assessment framework Miller’s pyramid and workplace assessment What have we actually seen a learner do? Miller helps us decide what an assessment can reasonably tell us […]