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Area of Science:

  • Medical Education
  • Emergency Medicine Training
  • Workplace Learning

Background:

  • Emergency medicine (EM) trainees require broad expertise developed through on-the-job learning guided by clinical educators.
  • The cognitive apprenticeship framework offers a theoretical basis for workplace-based medical training, encompassing methods like scaffolding, modeling, articulation, reflection, and exploration.
  • Optimal application of these teaching methods by faculty is crucial for effective clinical education.

Purpose of the Study:

  • To describe a faculty development intervention focused on the cognitive apprenticeship framework for emergency medicine clinical educators.
  • To facilitate the articulation, sharing, and practice of cognitive apprenticeship methods among EM faculty.
  • To provide suggestions for adapting these methods to different levels of EM learners.

Main Methods:

  • A faculty development workshop was conducted for emergency medicine educators.
  • Participants engaged in articulating, sharing, and practicing cognitive apprenticeship teaching methods.
  • Themes from participant experiences were identified and summarized.

Main Results:

  • The intervention provided a platform for faculty to reflect on and refine their clinical teaching strategies.
  • Key themes emerged regarding the practical application of cognitive apprenticeship methods in EM training.
  • The faculty development process highlighted the value of shared learning and critical reflection on teaching practices.

Conclusions:

  • The cognitive apprenticeship framework provides a unified understanding of clinical teaching methods aimed at fostering trainee independence.
  • Encouraging clinical educators to critically reflect on and share their teaching methods enhances educational effectiveness.
  • Tailoring cognitive apprenticeship strategies to various learner levels is essential for optimizing EM training.