Strategies for improving clinical teaching in the emergency department: Applicable to clinical teachers and especially emergency medicine

Abstract

The emergency department (ED) is one of the challenging educational environments in medical education. Clinical teaching at ED requires balancing the provision of patient care services, clinical teaching, and clinical experiences for learners at different levels of learning. Accordingly, using effective teaching strategies at teachable moments and getting feedback from learners provide a balance between patient care and education. This narrative review aimed to review strategies for improving clinical teaching in the ED. Searching the literature was done in ProQuest, PubMed, ISI Web of Science, as well as Science Direct databases, and Google Scholar search engine with the keywords, including "teaching model", "learning", "educational strategy", "training", "emergency department", "emergency medicine", "clinical teaching", "resident", and "medical student", in English language with no time limit for searching. Finally, after reviewing 53 abstracts, 19 articles were included in the present study. In this review, effective training in the ED and important determinants of adequate educational encounters were provided with suggestions on how to implement them in clinical settings. The eight main themes related to the study were extracted, including professional reflection, obvious expectations, interprofessional training, strategies for clinical teaching with limited time, strategies for effective bedside teaching, selecting a teaching strategy for ENGAGE multilevel learner, and applying the principles of adult learning and faculty development. Accordingly, to maximize learning opportunities in the ED, the faculty members' development is recommended for fulfilling accountability in the community.