How can reflection become useful learning rather than a compulsory portfolio exercise? Natalie May explores planned and spontaneous reflection, patient follow-up, feedback and the biases that shape our accounts. Her article and accompanying podcast consider how educators can create safer, more meaningful opportunities to learn from practice.
How can FOAMed support teaching at the bedside? This RCEM 2017 update offers practical starting points, from selecting blogs and podcasts to building a personal learning network and following a clinical conversation with a relevant resource link.
Update on #FOAMed on prescription at #RCEMasc. St.Emlyn’s Read More
Looking for ways to make a workshop genuinely interactive? This collection describes feedback games, communication exercises, role play and small-group tasks, explaining how they have been used and adapted, and why briefing and debriefing matter as much as the activity.
Interactive Ideas for Workshops Read More
A successful workshop starts with clear aims and an understanding of its participants. This ten-step guide covers context, resources, timing and interaction, then explains how feedback and structured reflection can help you refine the session for its next outing.
How to Plan a Workshop Read More
What can a year with Sydney HEMS teach an emergency medicine educator? Natalie May reflects on trust, training with the people you work alongside, purposeful simulation and shared learning, including how teams can turn clinical governance and debriefing into useful educational experiences.
101 Reflective Lessons from a Year with Sydney HEMS. Part One: Education. Read More
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.
Futureproofing EM: Why your trainees deserve it (and your nation needs it). St.Emlyn’s Read More
What can hospital educators learn from prehospital training? Drawing on her experience with Sydney HEMS, Natalie May explores team induction, maintaining competence and a supportive learning culture, asking how simulation, regular practice and case review could strengthen education inside the emergency department.
Bringing the Outdoor Classroom Indoors – #MedEd at #smaccFORCE #smaccDUB Read More
What happens when an educator leaves enough silence for a learner to think? Natalie May explores ‘wait time’ before and after answers, reflects on a recording of her own teaching and suggests ways to notice interruptions, tolerate pauses and improve educational conversations.
Wait Time: Why Silence Matters in Medical Education Read More
