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12 Highly Interactive Teaching: A “HIT” with Residents
Author(s) -
Regan Linda
Publication year - 2008
Publication title -
academic emergency medicine
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.221
H-Index - 124
eISSN - 1553-2712
pISSN - 1069-6563
DOI - 10.1111/j.1553-2712.2008.00131_12.x
Subject(s) - complaint , medicine , curriculum , medical education , modalities , graduate medical education , medical diagnosis , psychology , pathology , pedagogy , sociology , political science , law , social science , accreditation
Covering the core content of emergency medicine during residency training is both a time consuming and challenging endeavor. One of the more significant challenges in graduate medical education is to develop more interactive, less didactic teaching modalities. In an attempt to develop a more interactive educational curriculum, we interspersed weekly sessions titled “Highly Interactive Teaching” (HIT) with standard formal lecture didactics. A primary focus of many educators in emergency medicine is teaching residents how to manage the undifferentiated patient. To this end, we revised our curriculum to include 34 four‐hour symptom/chief complaint‐based sessions. The first hour is an introductory lecture on the general approach to a patient with the specified complaint. Residents then divide into small groups which rotate through specific case‐based sections covering varied diagnoses which might present with the symptom complaint. These faculty‐run small groups use a case‐based approach, either high or low simulation‐based or oral boards‐based format. Each faculty then is required to sum up the salient points of their section. The final hour of the day is an evidenced‐based review of supporting literature. Residents are required to read and critique selected articles for the audience so that the basis for diagnosis and management decisions can be discussed as a large group discussion. We believe this change in format will help residents not only to become more active learners, but also to become more astute clinicians.