Hostname: page-component-7b7567c8c-fvjsw Total loading time: 0 Render date: 2026-11-15T13:04:14.919Z Has data issue: false hasContentIssue false
  • English
  • Français

Needed: a commitment to basic training in emergency medicine teaching

Published online by Cambridge University Press:  21 May 2015

Jason R. Frank
Jason R. Frank*
Affiliation:
Department of Emergency Medicine, University of Ottawa, Ottawa, Ottawa; CJEM
*
jrfrank@sympatico.ca

Abstract

An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'

Information

Type
Commentary • Commentaire
Information
Canadian Journal of Emergency Medicine , Volume 7 , Issue 5 , September 2005, pp. 328 - 329
Copyright
Copyright © Canadian Association of Emergency Physicians 2005

References

1.Griffith, CH III, Georgesen, JC, Wilson, JF. Six-year documentation of the association between excellent clinical teaching and improved students’ examination performances. Acad Med 2000;75(10 suppl):S62–4.CrossRefGoogle ScholarPubMed
2.Kenny, NP, Mann, KV, MacLeod, H. Role modeling in physicians’ professional formation: reconsidering an essential but untapped educational strategy. Acad Med 2003;78:1203–10.CrossRefGoogle ScholarPubMed
3.Wright, SM, Kern, DE, Kolodner, K, Howard, DM, Brancati, FL. Attributes of excellent attending-physician role models. N Engl J Med 1998;339:1986–93.CrossRefGoogle ScholarPubMed
4.Norman, GR, Vleuten, CPM van der, Newble, D, editors. International handbook of research in medical education. Boston: Kluwer; 2002.CrossRefGoogle Scholar
5.Bandiera, G, Lee, S, Tiberius, R. Creating effective learning in today’s emergency departments: how accomplished teachers get it done. Ann Emerg Med 2005;45:253–61.CrossRefGoogle Scholar
6.Penciner, R. Clinical teaching in a busy emergency department: strategies for success. Can J Emerg Med 2002;4(4):286–8.CrossRefGoogle Scholar
7.Bandiera, G, Lee, S, Foote, J. Faculty perceptions and practice impact of a faculty development workshop on emergency medicine teaching. Can J Emerg Med 2005;7(5):321–7.CrossRefGoogle ScholarPubMed
8.Labrosse, J, Moore, L. Clinical supervision and feedback. In: Jean, P, Des Marchais, JE, Delorme, P, editors. On becoming an educator in the health professions: a systematic approach. Ottawa: University of Ottawa; 1995. [English edition and adaptation of Apprendre a enseigner les sciences de la sante, Guide de formation pratique. Montreal (QC): Publications Medeva; 1993.]Google Scholar
9.Worthen, BR, et al, editors. Program evaluation: alternative approaches and practical guidelines. 2nd ed. New York: Longman; 1997.Google Scholar
10.Kirkpatrick, D. Evaluating training programs: the four levels. San Francisco: Berrett-Koehler; 1994. [An illustration of Kirkpatrick’s 4-level model can be seen at http://coe.sdsu.edu/eet/Articles/k4levels/index.htm (accessed 2005 Aug 6).]Google Scholar
11. Canadian Resident Matching Service Web site. Available: http://www.carms.ca.Google Scholar