Developing and Assessing Initiatives Designed to Improve Clinical Teaching Performance
The journal apologizes, but the list of participants for this breakout session is unavailable.
This paper reports on a workshop session of the 2012 Academic Emergency Medicine consensus conference, “Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success,” May 9, 2012, Chicago, IL.
The authors have no relevant financial information or potential conflicts of interest to disclose.
Abstract
To improve the teaching performance of emergency physicians, it is necessary to understand the attributes of expert teachers and the optimal methods to deliver faculty development. A working group of medical educators was formed to review the literature, summarize what is known on the topic, and provide recommendations for future research. This occurred as a track of the 2012 Academic Emergency Medicine (AEM) consensus conference “Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success.” The group concluded that the current state of research on these topics is limited. Improvement in understanding will come through research focusing on Kirkpatrick's higher levels of evaluation (behavior and results).
