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Failure to flow: An exploration of learning and teaching in busy, multi-patient environments using an interpretive description method Cover

Failure to flow: An exploration of learning and teaching in busy, multi-patient environments using an interpretive description method

Open Access
|Nov 2017

Figures & Tables

Table 1

Interview guide

Question 1:

Think back to a recent busy emergency department situation that was challenging for you—one in which you were asked to make difficult clinical decisions about how to proceed next with your overall management of the emergency department. Please share that experience with me

Prompt 1: Tell me about what was concerning or challenging to you.

a. What was your gut telling you?

b. What did you notice about the scenario that made it stand out?

Prompt 2: Tell me how you proceeded with emergency department management that day?

a. What are the big picture issues that you take into consideration?

b. What cues did you use to help fine-tune your approach?

Prompt 3: How did you evaluate the outcomes of the plan that you chose?

Prompt 4: As you think back what do you notice differently now? What stands out to you?

Prompt 5: What, if any, equipment do you use to help you plan your actions in the emergency department?

Question 2:

When you are working with other doctors that are less experienced than you such as residents, how do you incorporate them into your management strategies?

Table 2

Participant demographics

Attending emergency physician teachers

Residents

Average age (years)

38.7 ± 5.4

29.0 ± 2.4

Average years in practice

12.0 ± 4.7

1.5 ± 0.5

% time spent at an academic centre

96.0 ± 12.6%

99.5 ± 1.6%

Means ± standard deviations are shown.

Language: English
Published on: Nov 8, 2017
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year

© 2017 Teresa M. Chan, Kenneth Van Dewark, Jonathan Jonathan Sherbino, Alan Schwartz, Geoff Norman, Matthew Lineberry, published by Bohn Stafleu van Loghum
This work is licensed under the Creative Commons Attribution 4.0 License.