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Advanced training in emergency medicine: a pedagogical journey from didactic teachers to virtual problems
  1. Kevin Mackway-Jones1,
  2. Simon Carley1,
  3. Darren Kilroy2
  1. 1
    Emergency Department, Manchester Royal Infirmary, Manchester, UK
  2. 2
    Emergency Department, Stepping Hill Hospital, Stockport, UK
  1. Professor Kevin Mackway-Jones, Emergency Department, Manchester Royal Infirmary, Oxford Road, Manchester, M13 9WL, UK; kevin.mackway-jones{at}manchester.ac.uk

Abstract

Background: As trainee numbers and the geographical spread of training departments have increased, the model of weekly face-to-face teaching has come under strain because of long travel times. This has been compounded by a reduction in the total number of hours worked by trainees. Furthermore the traditional teacher centred educational programme has been challenged as unfit for purpose on grounds of both content and style.

Objective: This article describes two shifts in the delivery of the programme. The first involved migration from a didactic delivery to a problem-based model; the second a gradual shift to the internet culminating in implementation of a web based virtual learning environment.

Conclusion: The principles outlined in this paper are widely applicable and will be of interest to all clinical educators within the specialty, both within the UK and overseas.

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Footnotes

  • Competing interest: None declared.

  • Abbreviations:
    EWTD
    European Working Time Directive
    FCEM
    Fellowship of the College of Emergency Medicine
    FFAEM
    Fellowship of the Faculty of Accident and Emergency Medicine
    PBL
    problem based learning
    STEM
    Specialty Training in Emergency Medicine
    VLE
    virtual learning environment

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