When does a useful educational tool start taking too much of our attention? Iain Beardsell reflects on constant phone-checking, family life and his own relationship with social media, explaining why he planned a week away from apps to reconnect with the world around him.
Time to Look Up? St.Emlyn’s Read More
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.
FOAM: More Than Just Froth? @docib at #AGN2016 Read More
What makes a career in emergency medicine feel fulfilling? Drawing on Maslow’s ideas, Simon Carley explores personal growth, the conditions needed to thrive at work and the satisfaction of helping others develop, while acknowledging the pressures that can undermine those ambitions.
Self-Actualisation and Transcendence in Emergency Medicine. St.Emlyn’s. #RCEMCPD16 Read More
Should clinicians unlock an unconscious patient’s phone to help identify them? This 2016 ethical and legal discussion explores the tension between useful clinical information, privacy and consent, using a hypothetical emergency department case to ask whether access is necessary and what remains uncertain.
Can you unlock your unconscious patient’s mobile phone with their thumb? St.Emlyn’s Read More
Can website traffic and social-media popularity tell us how useful FOAMed is? This critique examines the Social Media Index’s measures and their limitations. A 2017 update softens the original criticism, recognising the index’s contribution to developing academic approaches to online education.
The Social Media Index (SMi): Can & should we measure #FOAMed? 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
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
Why did entertainment become a more visible part of medical education? In this 2015 reflection, Simon Carley considers digital access to information, reusable online resources and changing conference expectations, arguing that stories and engaging delivery can help learners think beyond memorising facts.
#Medutainment and Emergency Medicine. Part 2. Why are we talking about it? Read More
