Twelve tips for overnight teaching

Richards, Jeremy B.; Wilcox, Susan R.; Roberts, David H.; Schwartzstein, Richard M.

doi:10.3109/0142159x.2013.847911

Cited by 6 publications

(4 citation statements)

References 41 publications

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“…15 Importantly, some studies have shown residents perceive less emphasis on education when a night float system is adopted, 13 prompting important dialogue in the literature about how to optimize resident learning during nighttime shifts. 16 We suggest that future studies measuring the impact of changes away from overnight call toward a night float system consistently include educational value as an outcome measure, in addition to the more commonly measured outcomes such as quality of life and duty hour violations. Our data would suggest that transitioning away from overnight call could negatively influence programs’ ability to integrate education and service and future work should examine this issue.…”

Section: Discussionmentioning

confidence: 99%

Defining Service and Education in Pediatrics

Boyer

Gagne

Kesselheim

2016

Clin Pediatr (Phila)

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Program directors (PDs) and trainees are often queried regarding the balance of service and education during pediatric residency training. We aimed to use qualitative methods to learn how pediatric residents and PDs define service and education and to identify activities that exemplify these concepts. Focus groups of pediatric residents and PDs were performed and the data qualitatively analyzed. Thematic analysis revealed 4 themes from focus group data: (1) misalignment of the perceived definition of service; (2) agreement about the definition of education; (3) overlapping perceptions of the value of service to training; and (4) additional suggestions for improved integration of education and service. Pediatric residents hold positive definitions of service and believe that service adds value to their education. Importantly, the discovery of heterogeneous definitions of service between pediatric residents and PDs warrants further investigation and may have ramifications for Accreditation Council for Graduate Medical Education and those responsible for residency curricula.

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Section: Discussionmentioning

confidence: 99%

Defining Service and Education in Pediatrics

Boyer

Gagne

Kesselheim

2016

Clin Pediatr (Phila)

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“…Intensity of work during out-ofhours shifts can be variable, which creates opportunities with either more time for directed teaching, or learning from clinical cases during busier periods. Following guidance to optimise overnight teaching is advised (Richards et al, 2013).…”

Section: Utilise and Focus On Functioning Servicesmentioning

confidence: 99%

Teaching Medical Students on Surgical Placement during the COVID-19 Pandemic, Lessons Learned so Far

Evans¹,

Noone²

2021

SE Asian Jnl Med Educ

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Background: The COVID-19 pandemic has caused significant disruption to the teaching and progression of medical students. With no imminent end to the pandemic, it remains vital that medical students remain integrated into clinical environments to benefit from the teaching opportunities in the hospital setting.Aim: To offer advice on the teaching of medical students undertaking hospital placements within General Surgery during the COVID-19 pandemic.Method: We reflected on our experience as clinical medical educators working through the COVID-19 pandemic, supported by feedback from medical students and relevant contemporary educational guidelines and literature.Results: A review on how to optimise teaching medical students during the COVID-19 pandemic, balancing the need for safety and limiting viral transmission, while maximising clinical experience and learning. Conclusion:The COVID-19 pandemic has forced widespread changes to the way in which medical students receive teaching. We suggest ways to maximise learning opportunities, on hospital placements, during the pandemic. Maintaining quality medical education during the pandemic is key to producing the best doctors of tomorrow.

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“…Best practices for night‐time teaching include the review of patient lists by faculty members to identify possible teaching opportunities, adding teachable moments when discussing patients (using the techniques described above) and follow‐up with learners the next day, either in person or via electronic contact (i.e. e‐mail) …”

Section: Introductionmentioning

confidence: 99%

Enhancing teaching and learning in the ICU

Petri

Anandaiah

Schwartzstein

et al. 2019

The Clinical Teacher

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The intensive care unit (ICU) in a hospital is a busy and complex environment for patients, families, staff and learners. In this toolbox article, the authors consider the best ways to ensure that learning is promoted as the needs of critically ill patients are optimally met. There is a set of five practical and evidence-based strategies based on the literature and the authors' experiences of working in ICUs. The toolbox content is not all necessarily specific to the ICU but is also relevant for other clinical working and learning spaces. The strategies include: creating a positive learning environment through educator enthusiasm and a team approach; emphasising interprofessional and interspecialty learning; focusing on important topics in intensive care, including communication with staff and families or carers and involving family members in the teaching; applying evidence-based teaching, such as fostering critical thinking and the appropriate use of time and technology; and making best use of the 24-hour environment, including evening and night shifts. The authors include examples of a 1-minute preceptor activity and mini-chalk talks.

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Twelve tips for overnight teaching

Cited by 6 publications

References 41 publications

Defining Service and Education in Pediatrics

Defining Service and Education in Pediatrics

Teaching Medical Students on Surgical Placement during the COVID-19 Pandemic, Lessons Learned so Far

Enhancing teaching and learning in the ICU

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