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Developing and Assessing Initiatives Designed to Improve Clinical Teaching Performance
Article first published online: 5 DEC 2012
© 2012 by the Society for Academic Emergency Medicine
Academic Emergency Medicine
Special Issue: 2012 AEM Consensus Conference Special Issue: Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success. Guest Editors: John Burton, Terry Kowalenko, Richard Lammers
Volume 19, Issue 12, pages 1350–1353, December 2012
How to Cite
ACADEMIC EMERGENCY MEDICINE 2012; 19: 1350–1353 © 2012 by the Society for Academic Emergency Medicine
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.
- Issue published online: 26 DEC 2012
- Article first published online: 5 DEC 2012
- Manuscript Accepted: 3 JUL 2012
- Manuscript Received: 2 JUL 2012
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).