EMERGENCY MEDICINE
Providing Feedback in The Emergency Department
Guidelines for Providing Effective Feedback Feedback can be readily adapted as an effective teaching tool into the unique educational environment of the ED. The seminal paper by Ende [1] delineates…
Teaching and Patient Care in Emergency Medicine
Introduction Why do we choose to teach emergency medicine (EM)? This is a question frequently asked of EM faculty. There are a variety of reasons—some obvious and some subtle. Every…
Adult Learners in The Emergency Department
Learning Theories There are three recognized classic learning theories: behaviorism, cognitive learning, and constructivism [1]. Each of these theories influences curriculum design, teaching, and evaluation. Most educators use elements from…
Teaching Residents from Other Services in The Emergency Department
Introduction Academic emergency departments (EDs) are staffed by both emergency medicine (EM) and non-EM residents. Under the auspices of the Accreditation Council for Graduate Medical Education (ACGME) in USA, the…
Chemical incidents
Chapter 44. Chemical incidents Chemical casualties may be generated from a wide range of incidents including explosions, fires, leaks, spills or through the ingestion of contaminated water. This can result…
Assessment of the paediatric patient
Chapter 35. Assessment of the paediatric patient The aim of the prehospital assessment is management of the child’s condition rather than specific diagnosis. The age of a child is usually…
The cardiovascular system and the ECG
Chapter 12. The cardiovascular system and the ECG Blood The normal circulating blood volume is variable, but in a 70 kg adult it is about 5 L (equivalent to about…
