Wray Alisa, Wolff Margaret, Boysen-Osborn Megan, Wiechmann Warren, Paradise Sara, Runcie Elizabeth, Sudario Gabe, Toohey Shannon
Department of Emergency Medicine University of California Irvine, Orange CA.
Department of Emergency Medicine University of Michigan Health System Ann Arbor MI.
AEM Educ Train. 2019 Jul 9;4(Suppl 1):S113-S121. doi: 10.1002/aet2.10367. eCollection 2020 Feb.
The Accreditation Council for Graduate Medical Education (ACGME) requires that residency programs in emergency medicine plan at least 5 hours of didactic experiences per week. Instructional methods should include small-group techniques, problem-based learning, or computer-based instruction. Despite recommendations from the ACGME, many programs' conference didactics continue to include primarily lecture-based instruction.
The authors describe instructional methods that promote active learning and may be superior to traditional lecture-based education.
These methods include varying instructional methods, case-based learning, team-based learning and the flipped classroom, audience response systems, simulation, "wars," oral boards, escape rooms and scavenger hunts, expert panel discussions, debates, clinical pathologic cases, and leaderboards. The authors discuss how these methods can be implemented to make emergency medicine didactic conferences more varied and interactive for learners.
While there is minimal research on the efficacy of these methods in graduate medical education, many have shown to improvement engagement of learners and to be effective in undergraduate medical education. Further research will be needed to determine if long-term learning outcomes can be improved with these strategies.
毕业后医学教育认证委员会（ACGME）要求急诊医学住院医师培训项目每周至少安排5小时的理论教学。教学方法应包括小组技术、基于问题的学习或基于计算机的教学。尽管有ACGME的建议，但许多项目的会议教学仍主要采用基于讲座的教学方式。
作者描述了促进主动学习且可能优于传统讲座式教育的教学方法。
这些方法包括多样化的教学方法、基于案例的学习、基于团队的学习和翻转课堂、观众反应系统、模拟、“竞赛”、口试、密室逃脱和寻宝游戏、专家小组讨论、辩论、临床病理病例以及排行榜。作者讨论了如何实施这些方法以使急诊医学理论教学会议对学习者来说更多样化且更具互动性。
虽然关于这些方法在毕业后医学教育中的效果的研究很少，但许多方法已显示出能提高学习者的参与度且在本科医学教育中有效。需要进一步研究以确定这些策略是否能改善长期学习成果。
