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What Do Emergency Medicine Learners Want from Their Teachers? A Multicenter Focus Group Analysis

2005; Wiley; Volume: 12; Issue: 9 Linguagem: Inglês

10.1111/j.1553-2712.2005.tb00963.x

1553-2712

Lisa Thurgur, Glen Bandiera, Shirley Lee, Richard G. Tiberius,

Emergency and Acute Care Studies

Academic Emergency MedicineVolume 12, Issue 9 p. 856-861 Free Access What Do Emergency Medicine Learners Want from Their Teachers? A Multicenter Focus Group Analysis Lisa Thurgur MD, MSc, Lisa Thurgur MD, MSc University of Toronto, Toronto, Ontario, CanadaSearch for more papers by this authorGlen Bandiera MD, MEd, Corresponding Author Glen Bandiera MD, MEd St. Michael's Hospital, Toronto, Ontario, Canada Division of Emergency Medicine, Department of Medicine, University of Toronto, Toronto, Ontario, Canada Division of Emergency Medicine, Department of Family Medicine, University of Toronto, Toronto, Ontario, Canada Department of Emergency Services, St. Michael's Hospital, 30 Bond Street, Toronto, Ontario, Canada M3B 1W5. Fax: 416-864-5341; e-mail: [email protected].Search for more papers by this authorShirley Lee MD, MHSc, Shirley Lee MD, MHSc Schwartz-Reisman Emergency Department, Mount Sinai Hospital, Toronto, Ontario, CanadaSearch for more papers by this authorRichard Tiberius PhD, Richard Tiberius PhD Educational Development Office, Department of Medical Education, University of Miami, Miami, FLSearch for more papers by this author Lisa Thurgur MD, MSc, Lisa Thurgur MD, MSc University of Toronto, Toronto, Ontario, CanadaSearch for more papers by this authorGlen Bandiera MD, MEd, Corresponding Author Glen Bandiera MD, MEd St. Michael's Hospital, Toronto, Ontario, Canada Division of Emergency Medicine, Department of Medicine, University of Toronto, Toronto, Ontario, Canada Division of Emergency Medicine, Department of Family Medicine, University of Toronto, Toronto, Ontario, Canada Department of Emergency Services, St. Michael's Hospital, 30 Bond Street, Toronto, Ontario, Canada M3B 1W5. Fax: 416-864-5341; e-mail: [email protected].Search for more papers by this authorShirley Lee MD, MHSc, Shirley Lee MD, MHSc Schwartz-Reisman Emergency Department, Mount Sinai Hospital, Toronto, Ontario, CanadaSearch for more papers by this authorRichard Tiberius PhD, Richard Tiberius PhD Educational Development Office, Department of Medical Education, University of Miami, Miami, FLSearch for more papers by this author First published: 28 June 2008 https://doi.org/10.1197/j.aem.2005.04.022Citations: 42AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Abstract Background: To the best of the authors' knowledge, there are no reports describing what learners believe are good emergency medicine (EM) teaching practices. EM faculty developers are compromised by this lack of knowledge about what EM learners appreciate in their teachers. Objectives: To determine what Canadian EM learners consider to be good prerequisites and strategies for effective teaching in the emergency department (ED). Methods: Clinical clerks and residents from the Canadian College of Family Physicians, Emergency Medicine certification [CCFP(EM)] fellowship program, the Royal College of Physicians and Surgeons of Canada, Emergency Medicine certification [FRCP(EM)] fellowship program, and off-service programs from all five Ontario medical schools participated in monitored focus-group sessions. Conversations were recorded, transcribed by a third party, and coded by two independent assessors using standard grounded theory methods. The text was categorized based on the final code into basic themes and specific qualifiers, which were then sorted by frequency of mention in the focus groups. Results are presented in descriptive fashion. Results: Twenty-eight learners participated. They identified 14 major principles for good EM teaching, and a further 30 specific qualifiers. The top five principles were: "has a positive teacher attitude,""takes time to teach,""uses teachable moments well,""tailors teaching to the learner," and "gives appropriate feedback." Agreement on classification of ideas was 86%. Conclusions: Learners are sensitive to the constraints of the ED teaching environment, and have consistent views about good ED teaching practices. 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