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Teaching / Educational theories Practice and curriculum design Getting better with deliberate practice We do plenty of things repeatedly in emergency medicine. How do we make that repetition improve our […]

Teaching and learning / Educational theories Teaching at St Emlyn’s Educational theories for emergency medicine We spend a lot of time teaching in the ED. How much time do we […]

A personal reflection on looking after yourself during a career in emergency medicine. Janos Baombe shares ideas about rest, relationships, emotions, interests outside work and asking for help, explicitly presenting them as lessons from experience rather than an evidence-based mental health treatment guide.

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.

Could an emergency department visit create an opportunity to improve longer-term health? Natalie May’s 2015 RCEM teaching notes explore behavioural economics, brief conversations, injury prevention and local public health partnerships, while considering clinicians’ own habits and the importance of respecting patients’ choices.

How can you make a clear referral from the emergency department to an inpatient team? Iain Beardsell and Simon Carley discuss preparing the conversation, using SBAR, making the purpose clear and anticipating questions, with approaches to disagreement, maintaining professional relationships and seeking senior support.

How can online learning support doctors whose shifts prevent them attending departmental teaching? This 2015 announcement explains St Emlyn’s redesigned introductory emergency medicine course, combining selected FOAMed resources with workplace teaching, trainee reflection and tutor support during its initial testing phase.

Before #FOAMed was invented the St.Emlyn’s team have been teaching online. Back in the day we adopted a moodle platform to teach our junior doctors in a way that did […]

How can emergency departments reduce delays for patients who need transfer for primary PCI? This 2015 account of Manchester’s DIDO-30 project examines early ECG recording, recognition and escalation, with practical ideas for improving pathways through staff feedback, shared responsibility and rehearsing the whole process.

What changes when the simulated patient is a person rather than a mannequin? After playing a patient at SWEETs 2015, Natalie May reflects on explanations, emotional needs and patient feedback, alongside the educational benefits of clinician actors and the responsibility to protect their comfort and safety.