Thursday Teaching

Background

We strive to continuously improve staff education.

Our goals for weekly education are: Operational, Delivery, Training, Quality Improvement.

Print version Thursday Teaching Format.

Operational

Protected teaching time for trainees
Expanded consultant cover Thursday AM to make the above feasible
4 hour Sessions at Brú Columbanus:
- 2 hours 'Core' targeting, but not limited to, SHO level
  - Coordinated by a Reg. under Cons. supervision
- 2 hours 'Advanced' targeting, but not limited to, Regs.
  - Coordinated by a consultant
Inclusion of our ANPs and ANP candidates
Inclusion of all groups who desire to attend
Inclusion of MUH colleagues
Catered sessions

Delivery

Limiting of didactic lectures/monologues
- Ideally no more than 60-90 minutes
Where Power-point/other slide-shows are used:
- Limitation, ideally, <40 min. per presentation
- Limitation of words on screen
- Clear learning goals stated at outset
- Key learning summarised at finish
Expansion of other teaching strategies:
- Problem-based (i.e. case-based discussion)
- Simulation-based medical education (SBME)
- Workshops & small-group teaching
- Game-ification (quiz, Jeopardy etc.)

Training

Expectation that trainees will attend at least 70% of Thursday education
Review of Thursday education attendance as part of clinical oversight

Quality improvement

Feedback acquired after each session, preferably before trainees leave
Adaptability of education schedule to departmental requirements
Where feasible, deployment of instruments to assess educator(s)
- For example, OSAD tool for simulation debrief

Roles/responsibilities for Thursday teaching

The consultants and registrars will be given a schedule close to the beginning of term delineating teaching topics and dates. Core teaching is from 08:00 until 10:00 and while it is primarily focused at SHO and ANP candidate 'level', it is envisioned to be potentially relevant to the registrar group as well. Advanced teaching, from 10:00 until 11:45, primarily targets the registrar group but certain sessions will be of immense value to SHOs with more experience and the ANP candidates as they mature in their roles. Naturally, there should be a break in the middle to break up the overall session and allow digestion of the material, edible and otherwise.

General

Curriculum is not ossified in current format and pragmatism must prevail in order to deliver high quality education. Topic is therefore suggestive but entirely negotiable if the consultant/registrar team has a particular area of interest or valid reason to pursue an alternative topic.

Schedule will be designed to match consultant and registrar availability, as understood as per most current consultant roster. Expectation is that consultant and registrar will swap session if unable to perform, as one might with a clinical shift.

Consultant responsibility

Delivering high-quality content at the advanced component of teaching or arranging for its delivery
Supervising the registrar in delivery of content at the core component of teaching
Supervising the registrar in the development of sessions/materials if required
Developing the overall theme of the education and maintaining responsibility for its execution
Releasing trainees on shift to their posts at 11:45 to ensure the floor is repopulated for 12:00 sharp

Registrar responsibility

Preparing IT setup (laptop, HDMI) – the Cork Emergency Medicine Education N' Training (CEMENT) registrar (i.e. Dr Tammy Storrier this term) is familiarity with the setup
Demonstrating initiative in creating aend delivering a dynamic and engaging session for core teaching
Return the sign-in sheet to Kathleen, the ED secretary
Capturing feedback (link or QR code), ideally before learners have left
Leaving the room in a reasonable state. No rubbish
Leftover food brought back to the ED, for colleagues

We are interested primarily in:

Stimulating, relevant content that appropriately targets the audience; less relevant, 'filler' sessions (e.g. guest speakers on topics tangential to clinical medicine) are discouraged
A keen effort to avoid didactic teaching, text heavy Powerpoint presentations
Preference for problem-based learning, small group discussion, gameification etc.
A non-confrontational and relaxed atmosphere