Biomedical subjects

Susan E Farrell

Publications and source records attributed to Susan E Farrell.

4 recordsLinked to original sources

PubMed2006

Resident-as-teacher: a suggested curriculum for emergency medicine.

Resident teaching is a competency that must be recognized, developed, and assessed. The ACGME core competencies include the role of physician as educator to "educate patients and families" and to "facilitate the learning of students and other health care professionals." Residents spend a significant proportion of their time in teaching activities, and students report achieving much of their clinical learning from their interactions with residents. Although many residents enjoy their critical role as teacher, many do not feel well prepared to teach. This article summarizes a preliminary curriculum of modules for a resident teacher-training program for emergency medicine residents. The goal of these modules is to provide learning objectives and an initial structure through which residents could improve basic teaching skills. Many of these skills are adaptable to residents' interactions with each other and with students, other healthcare professionals, and patients. Each module and corresponding teaching exercises can be found at http://www.saem.org.

Curriculum↗

PubMed2005

Evaluation of student performance: clinical and professional performance.

In 1999, the Accreditation Council for Graduate Medical Education (ACGME) endorsed six general competencies for residents as part of an ongoing attempt to emphasize educational outcomes as part of residency program assessment and accreditation. Although the focus of these reforms has been on postgraduate training, the competencies are applicable to medical students who aspire to become excellent clinicians and can help guide the development of assessment tools to measure clinical and professional performance of students in the emergency department. This article reviews the definitions of clinical competence and briefly addresses the issues of evaluation tool validity, reliability, and feasibility as they relate to the assessment of medical students. Several assessment tools are outlined, with an eye to the ACGME competencies and the ACGME Toolbox of Assessment Methods. The pros and cons of global rating scales, direct observation, simulations, and oral examinations are reviewed. Multiple assessment tools are often necessary to provide a true evaluation of a student's clinical and professional skills. Their application in the setting of an emergency medicine rotation is described and discussed.

Accreditation↗

PubMed2004

Mentoring for clinician-educators.

Mentorship has been shown to have a positive impact on academic faculty members in terms of career advancement. The guidance of a mentor has been shown to increase academic outcome measures such as peer-reviewed publications and grant support for junior academic faculty. In addition, career satisfaction of mentored faculty is greater than those with no mentorship. There is little research on the effects of mentorship on the careers of clinician-educators. This group has also been reported to have a lower scholarly productivity rate than the typical research-based faculty. This article addresses the current state of mentorship as it applies specifically to clinician-educators, offers advice on how a potential protégé might seek out a potential mentor, and finally, suggests a possible mentoring system for academic emergency physicians who are focusing on careers in medical education.

Community Networks↗

PubMed2003

Faculty development: academic opportunities for emergency medicine faculty on education career tracks.

Medical school faculty members who specialize in the scholarship of teaching have unique requirements for academic advancement in universities with clinician-educator series. While excellence in teaching is the cornerstone of achievement, attention to traditional academic pursuits improves the likelihood of a favorable review by the institution's promotion and tenure committee. The teaching portfolio is an effective means to document performance. Ongoing faculty development and sound mentoring relationships facilitate the academic advancement of clinician-educators.

Emergency Medicine↗