Background : Teaching may be compromised in the busy Emergency Department (ED) learning environment. In many EDs, residents are charged with teaching of medical students. In addition to their clinical responsibilities and roles as learners themselves, residents generally have limited experience with bedside teaching. Teaching Scripts are pre-fabricated lectures triggered by a specific clinical situation (and follow) with background information, key learning points, and clinical pearls.
Purpose/Objective : We propose that teaching scripts will improve both learner satisfaction by increasing the ability for residents and faculty to deliver meaningful bedside teaching as well as increasing the satisfaction of the teacher and add to their toolset of bedside teaching skills.
Methods : One to two minute teaching scripts were created using a standard template. Fourth year medical students were surveyed before and after implementation regarding both the quality and quantity of on-shift teaching within a large academic ED. Additionally, residents were surveyed on their comfort with teaching before and after implementation of teaching scripts in addition to their self-perceived quality and quantity of teaching on-shift.
Outcomes : Data collection is on-going. Student perceptions of both the quality and the quantity of teaching was assessed before and after implementation. Additionally, junior ED residents were surveyed to assess their quality and quantity of their teaching in addition to potential barriers to bedside teaching.