How can teaching in the emergency department be augmented?
نویسندگان
1 Education Development Center, Sirjan School of Medical Sciences, Sirjan, Iran
2 Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
3 Student Research Committee, Kerman University of Medical Sciences, Kerman, Iran
doi
Doi:10.34172/jept.2025.08چکیده
A significant portion of medical students learning is dedicated to clinical education, especially in the field of Emergency Medicine (EM). Clinical rotations in the Emergency Department (ED) are of utmost importance, given the vital role emergency medicine plays within the healthcare system. Emergency departments represent the forefront of medical care, frequently addressing life-threatening circumstances that necessitate swift decision-making, advanced clinical expertise, and the capacity to operate effectively under pressure. Familiarizing medical students with this high-stakes environment provides them with critical competencies, including acute care management, collaborative teamwork, and proficient communication skills, all of which are relevant across various medical disciplines. In this regard, the Society for Academic Emergency Medicine outlines a four-year curriculum for emergency medicine training. First-year students learn basic first aid, CPR, and the local EMS system. Second-year students apply pathophysiology to acute presentations and practice diagnosis skills. Third-year students refine history-taking and examination techniques, working with residents in lower-acuity areas and beginning differential diagnoses. Throughout, students focus on professionalism, communication, and teamwork, preparing them for future roles in emergency medicine.
