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Updated: Jul 20, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

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Published on: January 15, 2017

Evaluating "ED STAT!": a novel and effective faculty development program to improve emergency department teaching.

Jonathan Sherbino¹, Jason Frank, Curtis Lee

¹Division of Emergency Medicine, University of Toronto, Toronto, Ontario, Canada.

Academic Emergency Medicine : Official Journal of the Society for Academic Emergency Medicine

|September 2, 2006

Summary

The ED STAT! faculty development course significantly improved emergency department (ED) teachers' knowledge and teaching behaviors. This evidence-based program enhanced clinical teaching skills, with lasting positive effects reported by participants.

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Published on: January 15, 2017

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

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Published on: August 5, 2020

Area of Science:

Medical Education
Emergency Medicine
Faculty Development

Background:

Effective clinical teaching in emergency departments (EDs) is crucial but challenging.
No validated methods for enhancing ED teaching have been previously established.
A novel faculty development course, ED STAT!, was designed to address these needs.

Purpose of the Study:

To evaluate the effectiveness of the ED STAT! course.
To assess changes in knowledge and self-reported teaching behaviors among ED faculty.
To determine the durability of these changes one month post-course.

Main Methods:

A cohort of ED faculty participated in a one-day, evidence-based, skills-oriented course.
Knowledge was assessed using multiple-choice and short-answer examinations.
Teaching behaviors and satisfaction were measured via questionnaires before, immediately after, and one month after the course.

Main Results:

Significant improvements in knowledge scores were observed, with large effect sizes, persisting at one month.
Participants reported increased teaching quantity (55%) and quality (86%) after one month.
High satisfaction (96.3% recommendation rate) and positive behavioral changes were noted.

Conclusions:

The ED STAT! course effectively enhances ED-specific teaching knowledge.
Improvements in knowledge are maintained one month post-intervention.
The course leads to high participant satisfaction and perceived improvements in teaching behavior.