Margaret Wolff1, Mary Jo Wagner2, Stacey Poznanski3, Jocelyn Schiller1, Sally Santen4. 1. Department of Emergency Medicine, University of Michigan, Ann Arbor, Michigan; Department of Pediatrics, University of Michigan, Ann Arbor, Michigan. 2. Department of Emergency Medicine, Central Michigan University, Saginaw, Michigan. 3. Department of Emergency Medicine, Wright State University, Kettering, Ohio. 4. Department of Emergency Medicine, University of Michigan, Ann Arbor, Michigan; Department of Medical Education, University of Michigan, Ann Arbor, Michigan.
Abstract
BACKGROUND: Core content in Emergency Medicine Residency Programs is traditionally covered in didactic sessions, despite evidence suggesting that learners do not retain a significant portion of what is taught during lectures. DISCUSSION: We describe techniques that medical educators can use when leading teaching sessions to foster engagement and encourage self-directed learning, based on current literature and evidence about learning. CONCLUSIONS: When these techniques are incorporated, sessions can be effective in delivering core knowledge, contextualizing content, and explaining difficult concepts, leading to increased learning.
BACKGROUND: Core content in Emergency Medicine Residency Programs is traditionally covered in didactic sessions, despite evidence suggesting that learners do not retain a significant portion of what is taught during lectures. DISCUSSION: We describe techniques that medical educators can use when leading teaching sessions to foster engagement and encourage self-directed learning, based on current literature and evidence about learning. CONCLUSIONS: When these techniques are incorporated, sessions can be effective in delivering core knowledge, contextualizing content, and explaining difficult concepts, leading to increased learning.
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