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Notes and recordings from the 2015 Teaching Course in New York on building better presentations. Natalie May introduces approaches to planning, rehearsal, storytelling, slides and delivery, alongside practical design resources and Scott Weingart’s method for organising a conference talk.

Robert Lloyd reflects on three months working in South Africa and the effect of acute stress on his clinical performance. He describes how repeated practice, mental rehearsal, preparation, self-talk and breathing helped him cope, then considers how simulation might prepare others for pressure.

How can educators incorporate FOAMed into an existing teaching programme? Drawing on an ICEM 2016 talk, Simon Carley explores course resources, problem-based learning, flipped classrooms and educational prescriptions, while emphasising critical appraisal, curriculum context and the educator’s role in guiding learners.

An introduction to FOAMed from Iain Beardsell’s AGN 2016 talk, with English and German transcripts. The post explores how blogs, podcasts and online discussion can support flexible, proactive learning, while stressing critical appraisal and their role alongside traditional teaching.

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.

Does combining ketamine and propofol improve procedural sedation compared with propofol alone? This 2016 appraisal examines a systematic review’s complication findings, questioning how differences in patients, procedures and drug regimens—and limited information on sedation success—affect its relevance to emergency departments.

What changed when Sepsis-3 was introduced in 2016? This overview explains the shift towards organ dysfunction, the roles proposed for SOFA and qSOFA, and revised septic-shock definitions, while noting early concerns about applicability and performance across different clinical settings.

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 […]

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.

A preview of the 2015 RCEM conference in Manchester, introducing visiting speakers, workshops and the St Emlyn’s team’s planned coverage. This archive post captures the anticipation around the meeting and points to the educational topics and online communities represented there.