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- Margaret Wolff, Mary Jo Wagner, Stacey Poznanski, Jocelyn Schiller, and Sally Santen.
- Department of Emergency Medicine, University of Michigan, Ann Arbor, Michigan; Department of Pediatrics, University of Michigan, Ann Arbor, Michigan.
- J Emerg Med. 2015 Jan 1; 48 (1): 85-93.
BackgroundCore content in Emergency Medicine Residency Programs is traditionally covered in didactic sessions, despite evidence suggesting that learners do not retain a significant portion of what is taught during lectures.DiscussionWe describe techniques that medical educators can use when leading teaching sessions to foster engagement and encourage self-directed learning, based on current literature and evidence about learning.ConclusionsWhen these techniques are incorporated, sessions can be effective in delivering core knowledge, contextualizing content, and explaining difficult concepts, leading to increased learning.Copyright © 2015 Elsevier Inc. All rights reserved.
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