An introduction to educational theories relevant to teaching in emergency and critical care. Prepared for the 2015 Teaching Course in New York, this collection links learning, assessment, deliberate practice and communities of practice, while encouraging educators to question theories rather than treat them as fixed rules.
#TTCNYC: Educational theories you need to know (about). St.Emlyn’s Read More
The EUROTHERM trial tested therapeutic hypothermia for raised intracranial pressure after traumatic brain injury and stopped early after evidence of harm. This 2015 appraisal examines neurological outcomes, trial design and why the timing and position of cooling within an escalation strategy matter when interpreting the results.
JC: EuroTHERM or EuroBURNED. St.Emlyn’s Read More
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.
Tips on how to look after your OWN mental health Read More
What happens to circulation when we give intravenous fluid, and how can we tell whether it has helped? This 2015 physiology review connects Frank–Starling and Guyton models with fluid responsiveness, examining the limitations of routine observations and the role of cardiac output assessment.
Maestrini, Frank, Starling, Guyton…….and Fluids at St.Emlyn’s Read More
A look back at the 2015 EuSEM congress in Turin, with highlights from emergency medicine education, paediatric analgesia, cardiac diagnostics, airway management and simulation. Janos Baombe also reflects on international collaboration and sessions addressing the migrant and human trafficking crisis in Europe.
A summary of EuSEM 2015 and what you have missed! Read More
This October 2015 announcement introduces the James Lind Alliance and RCEM emergency medicine research priority-setting partnership. It explains why patients, carers and clinicians were invited to identify unanswered questions together, and how that process aimed to shape research priorities beyond individual researchers’ interests.
James Lind and the RCEM needs you (and you, and you). St.Emlyn’s Read More
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.
Making good decisions in the ED. #RCEM15 #EuSEM15 Read More
How can an engaging presentation lead to deeper learning rather than simply entertain? The final part of Simon Carley’s medutainment series considers delivery, follow-up learning and the risks of weak content, uncritical admiration, neglected everyday topics and commercial influence in medical education.
#Medutainment and Emergency Medicine, Part 3. What next and how do I do it? Read More
