**Author details**

Agata Maria Kawalec

Address all correspondence to: agata\_kawalec@wp.pl

Department of Hygiene, Wroclaw Medical University, Wroclaw, Poland

### **References**


[6] Kawalec A, Kawalec A, Pawlas K. Struktura oparzeń wśród dzieci na Dolnym Śląsku (Polska). Część II [Structure of burns in children in Lower Silesia (Poland) between 2010-2012. Part II]. Problemy Higieny i Epidemiologii. 2014;**95**(3):744-747

**Section 3**

**Academic Approach**


**Section 3**

**Academic Approach**

[6] Kawalec A, Kawalec A, Pawlas K. Struktura oparzeń wśród dzieci na Dolnym Śląsku (Polska). Część II [Structure of burns in children in Lower Silesia (Poland) between

[7] Matuszczak E, Dębek W, Chomicz A, Dzienis-Koronkiewicz E, Oksiuta M, Hermanowicz A. Analiza etiologii i epidemiologii oraz ocena wyników leczenia oparzeń u dzieci. Pediatria

[8] Zaniewski J, editor. Leksykon diagnoz medycznych. Warszawa: Poltext; 2005. p. 1095

[9] Barnett PLJ. Burns. In: Cameron P, Jelinek G, Everitt I, Browne G, Raftos J, editors. Textbook of Paediatric Emergency Medicine. 2nd ed. Edinburgh: Churchill Livingstone

[10] Chiu TW, Burd A. Key Topics in Plastic and Reconstructive Surgery. London: Taylor &

[12] Andronicus M, Oates RK, Peat J, Spalding S, Martin H. Non-accidental burns in chil-

[13] Kawalec A. Czynniki środowiskowe ryzyka oparzeń u dzieci z uwzględnieniem pro-

[14] Nessler K, Nessler M, Krztoń-Królewiecka A, Chrapusta A, Windak A. The knowledge about burn first aid among young physicians in Malopolska Region—Pilot study.

[15] Fan C, Pek CH, Por YC, Lim GJS. Biobrane dressing for paediatric burns in Singapore: A retrospective review. Singapore Medical Journal. 2018;**1**:1-16. DOI: 10.11622/smedj.2017116

[16] Sethi D, Towner E, Vincenten J, Segui-Gomez M, Racioppi F. European Report on Child

[17] Kawalec A. Environmental factors of burns in children—Review. Medycyna

Chirurgia plastyczna i oparzenia. 2014;**2**(1):7-13. DOI: 10.15374/ChPiO2014013

[11] Richards AM. Key Notes on Plastic Surgery. Oxford: Blackwell Science; 2002. p. 313

dren. Burns. 1998;**24**(6):552-558. DOI: 10.1016/S0305-4179(98)00062-X

filaktyki [Thesis]. Wrocław: Wroclaw Medical University; 2016

Injury Prevention. Rome: World Health Organization; 2008. p. 24

Środowiskowa - Environmental Medicine. 2015;**18**(3):40-46

2010-2012. Part II]. Problemy Higieny i Epidemiologii. 2014;**95**(3):744-747

Polska. 2011;**86**(3):254-259

288 Essentials of Accident and Emergency Medicine

Francis; 2005. p. 192

Elsevier; 2012. pp. 73-38. ISBN: 9780702033681

**Chapter 13**

Provisional chapter

**New Horizons in Emergency Medicine Teaching and**

DOI: 10.5772/intechopen.75162

Emergency medicine (EM) is a unique field where the logistics of work environment is the biggest challenge for any organized traditional teaching and training. The shift pattern of work, absence of availability of real-time situations in controlled environment, availability of teaching faculty 24/7 and quality control of teaching and training are the major challenges that need to be considered. It requires lot of organizational, departmental as well as operational support to run a successful teaching program where all the important aspects of teaching and training are considered. In the emergency teaching and training, issues of supervision are of prime importance. The fear of complaints and litigations is enormous. Meeting the six core competencies of Accreditation Council for Graduate Medical Education (ACGME) and achieving the milestones before the residents are signed off are the goals and objectives of any good teaching program. In this chapter, we discuss the important modifications in teaching methods, which can fulfill the important requirements and demands of this unique field which is full of challenges. We also discuss the different models of teaching and training which are different from standard traditional didactic teaching which can be adopted and may help in achieving emergency medicine

Keywords: emergency medicine, teaching and training, didactic teaching, achieving goals

Teaching and training in emergency medicine (EM) is one of the biggest challenges considering the dynamics of this field. The nature of work, the pattern of shift duties and pressure of working environment is one of the biggest challenges in getting quality training and teaching.

> © 2016 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and eproduction in any medium, provided the original work is properly cited.

© 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use,

distribution, and reproduction in any medium, provided the original work is properly cited.

New Horizons in Emergency Medicine Teaching and

**Training**

Training

Shahzad Anjum

Abstract

Shahzad Anjum

Additional information is available at the end of the chapter

Additional information is available at the end of the chapter

core knowledge, competencies and skills.

of training, mentorship

1. Introduction

http://dx.doi.org/10.5772/intechopen.75162

#### **New Horizons in Emergency Medicine Teaching and Training** New Horizons in Emergency Medicine Teaching and Training

DOI: 10.5772/intechopen.75162

#### Shahzad Anjum Shahzad Anjum

Additional information is available at the end of the chapter Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/intechopen.75162

#### Abstract

Emergency medicine (EM) is a unique field where the logistics of work environment is the biggest challenge for any organized traditional teaching and training. The shift pattern of work, absence of availability of real-time situations in controlled environment, availability of teaching faculty 24/7 and quality control of teaching and training are the major challenges that need to be considered. It requires lot of organizational, departmental as well as operational support to run a successful teaching program where all the important aspects of teaching and training are considered. In the emergency teaching and training, issues of supervision are of prime importance. The fear of complaints and litigations is enormous. Meeting the six core competencies of Accreditation Council for Graduate Medical Education (ACGME) and achieving the milestones before the residents are signed off are the goals and objectives of any good teaching program. In this chapter, we discuss the important modifications in teaching methods, which can fulfill the important requirements and demands of this unique field which is full of challenges. We also discuss the different models of teaching and training which are different from standard traditional didactic teaching which can be adopted and may help in achieving emergency medicine core knowledge, competencies and skills.

Keywords: emergency medicine, teaching and training, didactic teaching, achieving goals of training, mentorship

#### 1. Introduction

Teaching and training in emergency medicine (EM) is one of the biggest challenges considering the dynamics of this field. The nature of work, the pattern of shift duties and pressure of working environment is one of the biggest challenges in getting quality training and teaching.

© 2016 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and eproduction in any medium, provided the original work is properly cited. © 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

All these problems can be addressed if proper guidance is provided to the trainers and the candidates, and there is an efficient system of assessing both the candidates and trainers.

All the stakeholders need to be educated to know their roles and responsibilities. Identifying

New Horizons in Emergency Medicine Teaching and Training

http://dx.doi.org/10.5772/intechopen.75162

293

Candidate selection is done in consideration of dynamics of emergency medicine specialty. During selection, the panel should make sure that candidates understand the specialty requirements and demands. Selecting the candidates whose personality can cope with the nature of emergency medicine specialty is the principle of selection criteria. Selected candidates should be accommodative, flexible, tolerating, committed, dedicated with clear vision to stay and

After selection, it is important to educate the candidates about the program requirement objectives of each year of training. Proper counseling is needed to educate them to understand the program requirements. They must be given the clear targets at the start of each academic year and assessed at the end of the academic year to look for targets and milestones achieved.

The faculty members are the pillars of any training program. They are the ones who assure the quality of candidates and the program. Selection of suitable faculty members is one of the most important and difficult task. The faculty members can be broadly divided into two groups. One group includes core faculty members who are the most experienced members in the group and are responsible for important decisions taken in the program. The other group includes faculty members who are responsible for support at shop floor and continuous

They are the most experienced members in the group who are selected based on their performance, commitment, excellent portfolio and dedication to the program. The selection must be done after following robust rules and criteria and should include input from the department, candidates as well as their achievements. Core faculty members are involved in important committees and groups and must be given the leadership roles and responsibilities. They must be given tasks to work autonomously but at the same time be accountable to Program Director. Their number should be enough to make sure that they are not overwhelmed with work and they fulfill the program requirements. The number of trainees defines the number of core faculty needed. For every 5–6 candidates, there must be one core faculty member. They must

In a training institution, every member of clinical team is considered the faculty member by default. They are expected to teach, train and assess trainee and provide them all the support required. In a tertiary care setup, this is a fundamental requirement and all the staff is bound to follow this. On the one hand, the faculty members are expected to do bedside training of

the objectives and targets makes it easy to have a self-check.

perform with all the challenges of this field.

2.1.2. Trainers: core faculty and faculty

feedback and assessment of residents.

be responsible for the close monitoring of trainee physicians.

2.1.2.1. Core faculty members

2.1.2.2. Faculty members

2.1.1. Candidates
