Showing posts with label podcast. Show all posts
Showing posts with label podcast. Show all posts

EM-RAP Educator's Podcast: How to get promoted in academic EM





Dr. Amal Mattu gives a great 47-minute lecture on "How to Get Promoted in Academic Emergency Medicine". Catch the podcast from the talk in July's EM-RAP Educator's Edition. He pulls many of the lessons from his son's kindergarten teacher.



Getting promoted in academic EM can often be a challenge and a mysterious process. Why is it some are getting promoted faster than others? What can I do to make sure I'm on track for promotion?



It's all about hard work AND working smart.







Here are some tips for success:



1. Learn the rules of the game. It's about meeting deadlines and knowing what format your application for promotion should be in.



2. Keep a real-time, careful CV of your accomplishments in research, teaching, and service. If you don't, you may forget a lot.



3. Get involved with medical school committees (more valued than hospital committees).



4. Find teachers, coaches, and role models for yourself.



5. Get to love research and writing.



6. Not all publications are valued equally.



7. Find an academic niche or area of expertise.



8. Be a do-er and not a whiner.



9. Don't communicate with people when you are angry.



10. Think national and not just local. Get out and speak at outside institutions.



There are lots more little pearls. Take a listen!


EM-RAP Educator's Edition: Patient Handover


The latest podcast on EM-RAP Educator's Edition features our very own Dr. Stella Yiu (who is part of our blogging team!) and Dr. David Carr. The topic is on Patient Handover -- the transition of one physician to the next.

Take a listen to the 36-minute podcast. Some tips:
  • Patient handover is a critical part of EM resident training. It takes practice. Signout rounds is a known high-risk time for errors.
  • Be aware of the sign-out statement "... and there's nothing for you to do." You should still go check out the patient to corroborate.
  • Consider calling a consultant before leaving your shift, if you would have called them regardless of the result of a pending study (eg. CT head, D-dimer). You know the patient much better than the oncoming new provider.
  • Create a clear decision tree.
  • Don't be afraid to restart your history and physical when something doesn't make sense or the clinical course changes. Don't rely solely on the previous provider's story.
  • When signing out, try to anticipate "forks in the road" and highlight the high-risk patients.

Trick of the Trade: Serial lactate measurements in sepsis?

Does your Emergency Department have computerized spectrophotometric catheters to measure continuous central venous oxygen saturation (ScvO2) in early goal directed therapy (EGDT) for severe sepsis? That's what was used in the original Rivers' EGDT study.

I've never even seen one before.

Many emergency physicians are getting around not having the specialized equipment issue by obtaining intermittent venous blood gas measurements off of a central venous line.

But what if you had a 30 y/o woman with early pyelonephritis/urosepsis who has severe sepsis by definition? She's got 10 peripheral lines (I'm exaggerating, of course), a normalized blood pressure with early IV fluids, and appears non-toxic. Her lactate, however, is 9! Do you really need a central line? My gut says no, but the EGDT protocol says yes -- for the purpose of CVP and ScvO2 measurements.

Trick of the Trade: 
Use a less-invasive approach where bedside ultrasound and serial venous lactate levels replace central venous lines and ScvO2 measurements, respectively.

Last year, JAMA published a landmark study showing that lactate clearance of ≥10% over the first 2 hours is "not a worse measurement" than ScvO2≥70%. This double-negative statistical speak came about because it was a non-inferiority study.

So how does this affect the original Rivers protocol? To review, here's the original protocol, which I posted about earlier:
(click to view larger image)

In the less invasive model:

  • Fluid resuscitate through peripheral IV access instead of a central line. 
  • Follow volume status either with a bedside ultrasound or urine output.
  • Follow venous lactate levels at time 0 and 2 hours. If the lactate clearance is ≥10% over these 2 hours, you should follow the algorithm as if the ScvO2≥70%. That means no need for immediate transfusion or vasopressor agents.

How do you know when you have adequately volume-resuscitated a patient using bedside ultrasound? Measure the IVC diameter about 1-2 cm from the right atrium junction.
  • If the IVC diameter ≤1.5 cm and has ≥50% collapse with inspiration, the patient has a very low CVP.
  • If the IVC diameter is at least 1.5 cm and has minimal collapse with inspiration, the patient is euvolemic. Move to the next step -- assessing the MAP.
Pearl: 
This doesn't mean that all EGDT patient should have ONLY peripheral lines. Persistent hypotension, a non-clearing lactate level, and/or clinical toxicity warrant more invasive monitoring and management.

Scott Weingart has an in-depth, 21-minute podcast about the JAMA article and noninvasive approach to sepsis: Podcast link. Scott also briefly interviews Dr. Alan Jones (Carolinas Medical Center), the first author of the study, in the podcast.

Reference
Jones AE, et al; Emergency Medicine Shock Research Network (EMShockNet) Investigators. Lactate clearance vs central venous oxygen saturation as goals of early sepsis therapy: a randomized clinical trial. JAMA : the journal of the American Medical Association. 2010, 303(8), 739-46. PMID: 20179283
.

EMRAP Education Podcast: Educational Resources in EM


Dr. Rob Rogers has posted his 21st podcast on EMRAP Educator's Edition. The topic is "Educational Resources in Emergency Medicine".

Listen to why you need to know about these resources:

Upcoming Conferences:
Authors:
Websites:
  • TED Talks
  • Academic Life in Emergency Medicine ... Hey wait! Cool. That's me! Thanks for the shout out, Rob.
  • ERCast - Podcast interviews hosted by Dr. Rob Orman (free)
  • EMCrit - Podcast summaries by Dr. Scott Weingart on critical care topics (free)
  • EMRAP Critical Care Edition - Podcast with Dr. Michael Winters, Dr. Peter DeBlieux, and Dr. Rob Rodriguez ($60 annual subscription)
  • EMCast - Monthly podcast interviews with Dr. Amal Mattu through Emedhome.com ($99 annual subscription)
  • CDEM Curriculum - Resource put together by CDEM for medical students which includes essentially an online textbook in EM (free). Rob even put in a plug for my Digital Instruction in Emergency Medicine (DIEM) online simulation cases. I'm not actually done with all the cases, as Rob suggests! Only the first case on Chest Pain is done thus far... Ack! I better get crackin' now.
Spend a high-yield 25 minutes listening to Rob's take on need-to-know educational resources in EM.

Academics vs community practice

If you don't already know about the amazing site ERCast by Dr. Rob Orman (Portland, Oregon), you need to take a look. The most updated podcast is on how one decides between an academics versus community practice setting. Guest speakers include Dr. Rob Rogers (Univ of Maryland, EM-RAP Educator's Edition podcasts) and Dr. Scott Weingart (Elmhurst Hospital/Mount Sinai, EMCrit podcasts).


Rob Orman's great website of podcasts:
Click on the small "Pod" icon

Academic physician
Rob R. and Scott talk about how academic faculty positions have evolved from a very teaching-centric opportunity towards those where faculty need to "do it all" -- teach, focus on patient through-put, see some patients primarily, do administrative work, and conduct research. Furthermore, you need to deal with a constantly rotating, army of consultants and off-service residents in the ED who may pose as challenging personalities.

In academics, there are traditionally 2 types of tracks - Clinical-Educator and Clinical-Research. Keep a lookout for a new trend where departments are hiring physicians for a pure Clinical track. This track allows physicians who love to do bedside teach but don't really want to participate in other didactic or research projects. Those in the pure clinical track may be a new track in the future.

What academicians find surprising is just how hard it is to balance all of the job responsibilities which may or may not receive protected time from shifts. This includes:
  • Working shifts
  • Attending administrative committee meetings
  • Troubleshooting departmental issues
  • Teaching at residency conferences
  • Giving national lectures
  • Traveling to national meetings
  • Trying to get published so that you can get promoted, AND -- oh, by the way -- 
  • Balancing life
One thing mentioned that I was also surprised by is that there are different criteria for promotions in academia depending on where you work! Some hard-core institutions require rigorous, original research publications to get promoted. Others require more loosely-defined academic work, which may include lectures or review publications.




Community physician
Rob O. talks about how a community emergency physician is a stressful experience because all decision points need to filter through the emergency physician -- doing procedures, handling administrative hurdles, and seeing ALL the patients primarily. There are no residents to help see patients primarily or help with procedures. It's all YOU. On the flip side, it's all you when it comes to procedures. For those who enjoy doing procedures (and not giving them up to the residents), the community practice setting is terrific.

Bottom line
Both types of positions have unique stressors. For a graduating resident, the question will be deciding what set of pros and cons best fit your interests and lifestyle.

Listen to this great 60-minute panel discussion for more nuggets of wisdom.

Clip to Evernote

EM-RAP Educator's Edition: Bedside teaching

This great EM-RAP podcast highlights Dr. Diane Birnbaumer (Harbor-UCLA) on the topic of becoming a great "one-minute teacher". This is a great resident/faculty development piece.

The 20-minute podcast include some great pearls and pitfalls. For instance, "resist the urge to spew" all your knowledge on the learner for each patient case. Give little nuggets of knowledge in digestible amounts.

The "one-minute teacher" for bedside teaching includes various microskills:
  • Don't fill in the gap when silence occurs. For example, ask them "What do you think is going on?"
  • Probe for supporting evidence to assess the learner's knowledge base.
  • Do focused teaching.
  • Tell the learner what s/he did well. Be specific.
  • Give constructive criticism about mistakes. Ask the learner what s/he thinks how the shift went. Be specific about your comments.
  • Make a learning plan.
The podcast includes an actual example where Diane demonstrates the "one-minute teacher" approach with a resident. 
Clip to Evernote

What's on my mind: EBM Resource





Keeping up with the EM literature is difficult, particularly when we're also trying to stay ahead of the curve in our own subspecialties (Healthcare Simulation and Medical Education in my case). Last week I was listening to Scott Weingart's EMCRIT Podcast and at the very end of the show he mentioned a new EBM resource: TheNNT.

I said to myself, what the **** is The NNT? And then Scott explained:


"The Number Need to Treat is the simplest tool to understand the true potential benefits and harms of any of the treatment or tools we use in medicine. TheNNT.com site is a free resources that uses this tool to best communicate the results of high quality evidence"

I've looked at this site and cannot wait to use it in the clinical setting when I'm taking care of patients, teaching our residents (and off service residents) and collaborating with other specialist.

I hope its useful to some of you out there and I hope the New York-based, superstar group that put together the site continue to grow it!

Are there EBM or on-line teaching resources that you love? Let us know!

Demian

The NNT group is: Jarone Lee, David Newman, Josh Quaas, Ashley Shreves, and Graham Walker, all Academic EM Physicians and rockstars in their own right.


Tips to building authenticity into your talk


For lecturers, much focus is placed on improving the visual display and factual content of your talk.
  • Keep slides simple
  • Add relevant, non-extraneous images
  • Avoid cramming too much information into your talk


On the Duarte Design website, Nancy Duarte interviews Nick Morgan, the author of "Trust Me: Four Steps to Authenticity and Charisma". In the 18-minute podcast, the author gave some pearls which I haven't really heard before.

For instance as a speaker, you should be focused on your non-verbal presence. How can you frame your actions and presence to help convey your information better as something authentic and worth learning about? In brief, imagine that you are about to meet up with your best friend. Your posture and demeanor will change subconsciously.

Another issue that they discuss deals with the issue of being rehearsed versus being spontaneous. Being over-prepared makes you look stilted and dry. Being overly-spontaneous makes you look unsure and unprofessional. I constantly struggle with finding the right balance. I've been all over the spectrum over my career and have finally settled a little more towards the spontaneous end. Where are you on the spectrum?

The author also gives some practical tips about establishing your speaking style and general approach to engaging the audience. Take a quick listen to the 18-minute podcast.

EM-RAP Educator's Edition: How to give an insanely great talk

Hot off the press!

Dr. Rob Rogers (University of Maryland) gives tips on How To Give An Insanely Great Talk on the EM-RAP Educator's Edition website. In this 40-minute podcast, he hits on such topics as:
  • For many speakers, Powerpoint turns out to be the enemy.
  • Don't be afraid to repeat your take-home points.
  • Check out TED talks. Personally, I have a hard time modeling my talks from TED talks because teaching advanced medical concepts (eg. specifics of acute limb ischemia, PERC scoring system for PE) is a little different than giving motivational/layperson level talks about your passion. Still, a good goal to strive for.
  • Know your audience.
  • Be a closer. Have a great ending to your talk.
  • Don't be a "audience carnival duck" (listen to around 26:25 mark). Great term!
  • Be a storyteller.
It's amazing how much I agree with Rob on many levels. Take a listen to this free podcast.

Paucis Verbis card: Procedural sedation and analgesia


From time to time, our patients need moderated and deep sedation in order to tolerate painful procedures such as joint reductions or incision and drainage procedures. There are many medications available to us including some newer ones such as Ketofol and Dexmedetomidine.

This week's Paucis Verbis is a reference card to remind us of the importance of Airway Assessment and help us calculate the medication doses.



If you want to learn more about these medications and some strategies for different types of patients and procedures I recommend the EMCRIT Podcast PSA Lectures 1 and 2.

Feel free to download this card and print on a 4'' x 6'' index card.

How to teach procedures in the Emergency Department

As I was going through the free EM-RAP Educator's Edition podcasts, somehow missed the March 2010 podcast on how to teach procedures in the Emergency Department. In the 36-minute podcast, Dr. Mak Moayedi (Univ of Maryland) discusses a framework to teaching procedures. Check it out.

More specifically, Dr. Moayedi talks about how teaching procedures has moved beyond the antiquated "see one, do one, teach one" philosophy. Instead, we should follow principles based on accepted adult learning theories.

Ideal step-wise approach to teaching a procedure:
  • Preparation (Prepare the learner, patient, and environment)
  • Conceptualization (review indications and anatomy)
  • Visualization (show procedure video in its entireity without interruption and repeated with your intermittent commentaries)
  • Verbalization (have learner vocalize all the steps)
  • Guided, supervised practice
  • Give immediate and specific post-procedure feedback
Pitfalls:
  • Avoid extraneous, distracting teaching points when teaching a procedure. This dilutes the key learning objectives.
  • When teaching the novice learner a procedure, teach the standard, basic approach. Avoid teaching nuances in the technique, because this may also dilute the teaching message.

Hot off the press: FreeEmergencyTalks.net


Dr. Joe Lex (Temple) is constantly recording lectures from national EM conferences and compiling them into an amazing respository of free audio (MP3) files. The 2009 AAEM Scientific Assembly lectures will be added in the next few weeks.


The slogan is "Emergency Medicine education for everyone". This searchable, catalogued, open-source website is a big leap into the world of Web 2.0. What a great idea.

Top 10 tips when making your rank list

"How do I decide how to order the
residency programs on my rank list?"

On Feb 24, 2010, every residency applicant will have a brief moment of panic as their rank list is submitted and officially certified.

Next week, I'll be joining a group podcast with Dr. Rob Rogers (Maryland) and Dr. Dave Manthey (Wake Forest) for the next installment of EMRAcast. This new podcast series was created by Rob for EMRA for the specific purpose of providing advice to medical students. I still find it fascinating how much you can get done virtually. We'll all be using Skype from our respective offices and recording our conversation.

I feel sorry for Rob because getting the 3 of us together will probably need a LOT of editing. We end up joking around most of the time.

The podcast theme
Making your rank list - pearls and pitfalls

Off the top of my head, my top 10 list of tips in making a residency rank list is:
  1. Don't try and game the system. The match algorithm is weighted towards the applicant. Rank your first choice as #1. There's no logical reason to rank a seemingly more competitive program (but that you aren't as excited about) higher to improve your chances of getting in the program.

  2. Go with your gut. Where did you feel that you fit in best? Where would you be happy? Each program and its residents has a unique "personality". Don't just select a program for its name or reputation.

  3. Do your homework. Make sure you have the facts about each program. Don't go by the interview trail rumor mill. Don't base your facts on anonymous forums. I'm constantly shocked by how wrong some rumors are. The best ways to find the truth are from the residents in the program. Just fire an email off to them.

  4. Find a program which matches your interests. Some applicants already know that they want to pursue a particular area of EM. This may be EMS, global health, hyperbarics, toxicology, ultrasound, or public health. Be sure there is a faculty member there who can help mentor you in developing your niche. Contact that person to ask about their ability to mentor residents.

  5. Factor in a support system. Residency, especially internship year, can make it hard to live a balanced life. Having friends or family (who you like) in the area can be important in having a life outside of residency.

  6. Look at the trauma, pediatric, and ICU experiences. Determine how important each of these experiences are for you. For instance, if you want to do a pediatric EM or critical care fellowship, a strong pediatric or ICU experience during residency would be ideal. Although there are required minimums for each of these 3 aspects of training, residencies can vary widely in how much exposure there is.

  7. The educational culture. How are the residents taught? In the required weekly residency conferences, are the conferences high quality? Are they taught by the residents or faculty? Are the faculty good bedside teachers? Does the educational curriculum fit your learning style?

  8. Long-term geographical consideration. If you already know that you would really like to live in [your perfect city], it helps to do training somewhat nearby. You will be able to more easily network into a job. During residency, I was offered a job where I moonlighted.

  9. Don't shorten your rank list because you got a "we love you" call or note. Be cautious about phone calls or emails from programs who tell you that they were really impressed by you. You have to remember that year to year, a program goes down a different number of ranks on their list before filling all the slots. For example, if a program gives a call to their top 50 applicants and goes down to 70 on their rank list, all 50 applicants have a great shot of matching there. Then next year, however, the program only goes down to 20 on their rank list, after having made their usual top-50 phone calls. You can do the math. Don't be the one to fall through the cracks.

  10. Only list programs that you would be willing to attend. It reflects extremely poorly on you if you were to match at a program and refuse the position. It's essentially a breach of contract and this unprofessional action will follow you whereever you go (especially if you try to apply again next year). That being said, for first-time applicants from U.S. allopathic medical schools who have passed their USMLE boards on the first attempt, I would list AT LEAST 10 programs to prevent having to enter the Scramble.
Thanks to RxnMan comment below, I uploaded the 2009 NRMP Charting Outcomes for the Match (pdf, EM relevant sections only) in case you wanted to read how you would have stacked up to last year's match class.

Can you share with me your suggestions? I'd be happy to share the best ones on the podcast (and credit you, if you leave your name in the comments).

Hot off the press: Free EMRA Casts


It is mid-December and residency interview season is in full gear. 'Tis the season of black and dark blue suits walking through hospital halls.
  • How have you prepared your interviews?
  • What are the classic types of questions that you'll be ask?
  • What should you do about your Twitter and Facebook accounts?
Dr. Rob Rogers (Maryland), who constantly is coming up with cutting-edge educational projects and of EM-RAP Educator's Edition podcast fame, is starting a new podcast series called "EMRACast". This series uniquely focuses on giving advice to medical students interested in EM.


In this inaugural podcast for EMRACast, Rob talks about how to succeed in residency interviews. He covers the classic pitfalls and pearls, along with a list of common questions, which each applicant should be prepared to answer.

I have been informally polling applicants over the past 3 years while they are touring San Francisco General's Emergency Department. It sounds like this season's questions are pretty mellow. Basically programs want to know if you fit the their mission and if you'll be a fun, hard-working person, whom the nurses and other housestaff would love to have on shift at 3 am. This is known as passing the "night shift test".

Some quirky questions that I've heard about are:
  • If you were on an island, what 3 things would you bring?
  • What song would you like to listen to? I'll play it for you right now.
  • Draw a picture representing yourself on this index card. We'll be posting and re-ordering these cards on rank day. I heard someone wrote "#1" and their name on their card. Pretty quick thinking!
  • What is NOT in your application?

Hot off the press: Improving medical student presentations in the ED



The EM-RAP Educator's Edition podcast just released its 6th podcast episode. Dr. Rob Rogers et al discuss practical tips and approaches to giving feedback on medical student presentations. Presentations in the ED are very different from those in other specialties, such as internal medicine and surgery. The discussants dissect and comment on parts of the presentation.

The comical examples of less-than-perfect presentations alone make the podcast worth listening to! Some of them made me feel like the photo below. This was an out-take picture of Dr. Esther Choo and Nick Johnson (UCSF medical student) during a video shoot that we did teaching how to give good feedback.


While we often recognize when a presentation is poor, it is very difficult to concisely describe what was wrong and to give constructive student feedback. This podcast provides some useful, practical examples.

Some topics discussed:
  • Giving some positive feedback
  • Do you interrupt the student mid-presentation to make comments or corrections?
  • Dealing with a difficult patient

Free videos and podcasts from "All LA Conference"

I recently discovered a little gem of a website, which houses video and podcast recordings of joint conferences by the Los Angeles EM residency programs since 2007.


The conferences feature some real star lecturers on the EM circuit including Dr. Diane Birmbaumer (Harbor-UCLA), Dr. Stu Swadron (USC), and Dr. Jerry Hoffman (Olive View-UCLA), amongst others. They cover quite a few pediatric subjects. Topics include:

2009
  • CNS Infections
  • Pediatric Trauma Panel
  • Neonatal Emergencies
  • Sickle Cell Disease in Children
  • Swine Flu Update
  • Pediatric Panel on Seizures, C-Spine Injuries, ALTE
  • Head Trauma Therapy
  • Revising the NINDS Trial
  • Pediatric C-Spine Injuries
  • Trauma Panel
2008
  • Pediatric Panel
  • Lethargic Child
  • Overcrowding in the Emergency Department
  • Bedside Teaching
  • CT in ACS
  • Senior Faculty Panel
  • Cyanosis Cases
  • MRSA - Are We All Gonna Die?
2007
  • Brain Natriuretic Peptide
  • Congenital Heart Defects
  • A Case of Meningitis
  • Faculty Panel Discussion
  • Hypothermia in Cardiac Arrest
  • Hyperkalemia

The website also allows you to download the videos in Quicktime format and in audio podcast format. The conference lectures seem to be uploading about three times yearly. I applaud the LA group in letting others share in their collaborative, joint-conference efforts.

Work in Progress: Acute Limb Ischemia handout for ACEP's Scientific Assembly

Better than than never! I finally finished the last of my handouts for the 2009 ACEP Scientific Assembly. My talk is on Acute Limb Ischemia (ALI). By definition, this is limb ischemia caused by arterial compromise which has lasted for less than 14 days.

"Time is life and limb" in acute limb ischemia.

In my talk I will briefly review the vascular anatomy of the extremities, along with the causes and mimickers of ALI. The focus will be on the Emergency Department recognition and management of this disease. I'll also discuss a little about the dilemmas that the vascular surgeons face with regards to inpatient management. Should the treatment be catheter-directed thrombolysis (intra-arterial injection of thrombolytic agents), percutaneous thrombectomy, open thrombectomy, or limb amputation?

Here's a quick synopsis of my take-home points:
  • To diagnose ALI, obtain an ankle-brachial index (ABI) measurements.
  • When listening for arterial blood flow using the Doppler, document not only the presence of arterial flow but also the sound waveform heard. Normal arterial flow should be triphasic. Notice how stenotic arterial blood flow sounds monophasic:


Normal triphasic arterial Doppler flow


Stenotic monophasic arterial Doppler flow


Venous Doppler flow
  • Determine the ALI grade on the Rutherford classification scheme. Grades I and IIA generally benefit from catheter-directed thrombolysis (in the interventional radiology suite). Grade IIB generally requires open thrombectomy in the operating room. Grade III generally requires limb amputation.
Click on table to view see larger font.
  • When you diagnose ALI, the ED management includes: aspirin, unfractionated heparin, dependent positioning of the extremity, pain control, and avoiding extremes of temperature.

Hot off the press: Podcast on ED crowding and education


Dr. Rob Rogers (Univ Maryland) has come up with yet another podcast edition for the EMRAP Educator's Edition website. In this recording, Rob interviews EM faculty about education issues. Go to EMRAP Educator's Edition website to listen to podcast.


In this 53-minute podcast, Rob, Dr. Philip Shayne (Emory), Dr. David Manthey (Wake Forest), and little ol' me are featured just shooting the breeze about the problems with crowding from an educator's perspective. I sure wish I had a British accent to sound smarter. Also, do I really talk this fast? Hmm.

In all seriousness, this is a prime example that great collaborative opportunities will come to you if you just hang out with great people.

Hot off the press: Free podcasts of key EM lectures

Audio podcasts files are still a popular way for medical students, residents, and faculty to keep up to date about Emergency Medicine topics. They are much more portable than video-based lectures since you can be doing other things while listening to the podcasts. Many great audio lectures are available with paid subscription to such services as EM-RAP and Emedhome.com, among many others.

However, my good friend Joe has amassed hundreds of open-source podcasts which are available for free download. Dr. Joe Lex is the legendary from Temple University and THE MAN behind many of the educational events for AAEM and the previous Mediterranean EM Congresses (Valencia, Nice, Sitges...). He's doing this to help out the global EM community. You can listen to these in your car, on the shuttle, or while on a nice walk around your neighborhood.

Click on this link to download the Excel list of files. The files are housed in YouSendIt.com.

Speakers range from budding to established speakers in EM. Lectures were compiled from many events, including Temple Grand Rounds, the recent Giant Steps CME conference, the 2008 AAEM Scientific Assembly, 2008 Cancun EM Conference, 2009 Carribean EM Congress, and 2009 Manchester Critical Care.

I totally forgot that I had signed my release for these audio recordings, and I'm happy to see my Vascular Tricks and Tricks of the Trade talks appear. I know it's odd, but I've never listened to my own talks. Too self-conscious. If you listen to them, don't tell me!

Free podcast resource for EM educators

Many podcast series are geared towards the teaching of EM literature, concepts, and pitfalls. Rarely do they focus on faculty development of the clinician-educator. One now exists by Dr. Rob Rogers and Dr. Amal Mattu (both Univ of Maryland), under the umbrella of EM-RAP by Dr. Mel Herbert (USC).

It's called "EMRAP: Educator's Edition" and it's free.
www.emrapee.com

Check it out. I especially learned a lot from the second episode on "How to Give a Great Talk" with star speakers in our field -- Dr. Joe Lex, Dr. Greg Henry, and Dr. Mel Herbert. One pitfall that they discuss is that speakers tend to cram too much information in their lecture. Instead focus on a few key points, emphasized repeatedly through examples and literature. Repetition is important. Wish I had known about this when became a faculty member.
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