The goal of our multimodal didactics are to maximally engage our learners while imparting core clinical concepts, balanced with advanced, dogma-challenging subjects at the forefront of our speciality.
Clinical training is augmented with dynamic weekly educational conferences specifically designed for adult learners, which employ a wide assortment of teaching methods including interactive small groups, case-based discussions, mock oral boards, simulations and procedural labs. The topics covered during conference directly reflect the American Board of Emergency Medicine's Model of Clinical Practice, and include a comprehensive spectrum of tracks ranging from Airway and Board Review, to Trauma and Ultrasound. These are additionally supplemented with innovative educational sessions led by faculty recognized nationally for their expertise in health policy and advocacy, medico-legal topics, health equity, medical education and research.
Resident learners achieve a breadth of experience with critical and emergent pathologies, and gain confidence in the diagnosis and management of rare and complex medical emergencies through a comprehensive simulation curriculum. The curriculum covers specific systems and topics annually with increasing difficulty and enhances learning by allowing application of knowledge over simple recollection. Residents are formatively evaluated by emergency medicine faculty during each simulation session, with cases that cover topics ranging from cardiopulmonary emergencies to complex code status discussions and delivery of bad news.
Due to their high-stakes nature, the schedule includes annual simulation days covering OB-GYN emergencies, pediatric resuscitation, disaster preparedness, and a cadaveric airway workshop.
High-fidelity simulations serve a dual purpose in additionally inoculating residents to stressful situations in a controlled setting, allowing them to practice maintenance of composure and reduce medical errors. They also help to build leadership and communication skills critical to functioning autonomously as an emergency physician.
Rather than simply functioning as a vehicle by which to review the EM literature, our version of "journal club" uses a carefully structured curriculum to create a foundation for critical thinking upon which residents build the expertise to meaningfully reflect on their own knowledge gaps, identify and efficiently interpret the relevant evidence and refine their clinical practice in the application of their discoveries at the bedside. In so doing, we create educated consumers of the medical literature, but moreover, life-long learners whose patients are guaranteed to receive the best care. More information about our approach is available on our Research and Evidence-Based Medicine page.