BACKGROUND: The Accreditation Council for Graduate Medical Education (ACGME) requires that residency programs in emergency medicine plan at least 5 hours of didactic experiences per week. Instructional methods should include small-group techniques, problem-based learning, or computer-based instruction. Despite recommendations from the ACGME, many programs' conference didactics continue to include primarily lecture-based instruction. METHODS: The authors describe instructional methods that promote active learning and may be superior to traditional lecture-based education. RESULTS: These methods include varying instructional methods, case-based learning, team-based learning and the flipped classroom, audience response systems, simulation, "wars," oral boards, escape rooms and scavenger hunts, expert panel discussions, debates, clinical pathologic cases, and leaderboards. The authors discuss how these methods can be implemented to make emergency medicine didactic conferences more varied and interactive for learners. CONCLUSIONS: While there is minimal research on the efficacy of these methods in graduate medical education, many have shown to improvement engagement of learners and to be effective in undergraduate medical education. Further research will be needed to determine if long-term learning outcomes can be improved with these strategies.
BACKGROUND: The Accreditation Council for Graduate Medical Education (ACGME) requires that residency programs in emergency medicine plan at least 5 hours of didactic experiences per week. Instructional methods should include small-group techniques, problem-based learning, or computer-based instruction. Despite recommendations from the ACGME, many programs' conference didactics continue to include primarily lecture-based instruction. METHODS: The authors describe instructional methods that promote active learning and may be superior to traditional lecture-based education. RESULTS: These methods include varying instructional methods, case-based learning, team-based learning and the flipped classroom, audience response systems, simulation, "wars," oral boards, escape rooms and scavenger hunts, expert panel discussions, debates, clinical pathologic cases, and leaderboards. The authors discuss how these methods can be implemented to make emergency medicine didactic conferences more varied and interactive for learners. CONCLUSIONS: While there is minimal research on the efficacy of these methods in graduate medical education, many have shown to improvement engagement of learners and to be effective in undergraduate medical education. Further research will be needed to determine if long-term learning outcomes can be improved with these strategies.
Authors: Emily S Binstadt; Ron M Walls; Benjamin A White; Eric S Nadel; James K Takayesu; Tobias D Barker; Stephen J Nelson; Charles N Pozner Journal: Ann Emerg Med Date: 2006-12-11 Impact factor: 5.721
Authors: Christopher M Wittich; Anoop Agrawal; Amy T Wang; Andrew J Halvorsen; Jayawant N Mandrekar; Saima Chaudhry; Denise M Dupras; Amy S Oxentenko; Thomas J Beckman Journal: Acad Med Date: 2018-03 Impact factor: 6.893
Authors: Muhammad Waseem; Nidhi Garg; Bernard P Chang; Juan Acosta; John DeAngelis; Mary E McLean; Laura D Melville; Timothy Pistor; Kaushal H Shah; JoAnne Tarantelli; Susan M Wojcik; James Gerard Ryan Journal: West J Emerg Med Date: 2022-01-18
Authors: Nicholas Stark; Tuna Hayirli; Aditi Bhanja; Michaela Kerrissey; James Hardy; Christopher R Peabody Journal: Ann Emerg Med Date: 2022-01-24 Impact factor: 6.762