The Outstanding Medical Student in Emergency Medicine

Mahadevan, Swaminatha V.; Garmel, Gus M.

doi:10.1111/j.1553-2712.2001.tb02123.x

Cited by 8 publications

(3 citation statements)

References 5 publications

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“…Topics to discuss include the number and location of EM rotations, how to get the most from each rotation, when (and how) to schedule clerkships, and how to be outstanding during the clerkship. 32 It is equally important to encourage other activities during medical school, to assist students with planning non-EM electives, and to discuss research projects and the merits of research electives. Many students will express an interest in geographic areas other than their medical school, so discussions about programs and ''audition'' rotations in these regions should occur.…”

Section: Career Guidancementioning

confidence: 99%

Mentoring Medical Students in Academic Emergency Medicine

Garmel

2004

Academic Emergency Medicine

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Mentoring is an important aspect of career development for medical students, residents, and junior faculty. It is vital to the professional growth and maturation of individuals early in each phase of their careers. Additionally, mentoring has a critical role throughout all career stages, because the mentor-mentee relationship provides mutual benefit to both participants. This article will describe the role of the mentor, suggest ways to increase the likelihood of successful mentoring, and identify pitfalls in the mentoring process predominantly related to medical students. In contrast to role models, mentors play an active part in the development of a young physician's career. This difference will be discussed. Finally, this article will describe the responsibilities of career guidance and recommendation letter authorship that mentors assume for medical students.

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Section: Career Guidancementioning

confidence: 99%

Mentoring Medical Students in Academic Emergency Medicine

Garmel

2004

Academic Emergency Medicine

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“…Enthusiasm for their clerkship and residency program, being prepared and professional, getting along with others, and demonstrating an interest in EM and the program are essential components for a successful rotation. Clerkship and program directors look for a student's potential for success in EM; they do not expect students to know everything (5,29).…”

Section: Tips On a Successful Rotationmentioning

confidence: 99%

Clerkships in Emergency Medicine

Garmel

Pettis

Lane

et al. 2020

The Journal of Emergency Medicine

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Planning for clerkships in emergency medicine (EM) can be stressful, prolonged, and challenging. Therefore, medical students should start planning for them early. In this article, we offer guidance regarding several issues pertinent to the EM clerkship, such as the best time to schedule one (or more) during medical school, the most appropriate institution or program to schedule it, the process of selecting and applying for the clerkship, and the number of EM clerkships to consider. We will explain why an EM clerkship should be scheduled between June and October and the reason that 2 EM clerkships at different sites are sufficient for the majority of students. Additionally, we emphasize that clerkships in emergency departments associated with EM residency programs or with reputations for outstanding student teaching tend to be most beneficial. Above all, students interested in EM should attempt to leave a great impression after completing their clerkships by providing stellar patient care, demonstrating enthusiasm at all times, and maintaining professionalism. In turn, they will gain knowledge and clinical experiences that should prove valuable in their future.

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“…This is important because it affords the opportunity to witness learning and improvement in professionalism, data gathering, documentation, stress and time management, examination, clinical, and (in some cases) procedural skills (16). Comprehensive diagnostic approaches, appropriate treatment plans, overall efficiency, and a strong work ethic witnessed by a potential faculty author should improve the letter's content and accuracy (16,17). The length of time that the SLOR's author knew an applicant was significantly correlated with GAS and LOMA scores given to the applicant (15).…”

Section: Em Facultymentioning

confidence: 99%