Browsing by Author "Natesan, Sreeja"

Now showing 1 - 6 of 6
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    Clinical teaching: An evidence-based guide to best practices from the council of emergency medicine residency directors
    (Western Journal of Emergency Medicine, 2020-01-01) Natesan, Sreeja; Bailitz, John; King, Andrew; Krzyzaniak, Sara M; Kennedy, Sarah K; Kim, Albert J; Byyny, Richard; Gottlieb, Michael
    Copyright: © 2020 Natesan et al. This is an open access article distributed in accordance with the terms of the Creative Commons Attribution (CC BY 4.0) License. See: http://creativecommons.org/licenses/by/4.0/ Clinical teaching is the primary educational tool use to train learners from day one of medical school all the way to the completion of fellowship. However, concerns over time constraints and patient census have led to a decline in bedside teaching. This paper provides a critical review of the literature on clinical teaching with a focus on instructor teaching strategies, clinical teaching models, and suggestions for incorporating technology. Recommendations for instructor-related teaching factors include adequate preparation, awareness of effective teacher attributes, using evidence-based-knowledge dissemination strategies, ensuring good communication, and consideration of environmental factors. Proposed recommendations for potential teaching strategies include the Socratic method, the One-Minute Preceptor model, SNAPPS, ED STAT, teaching scripts, and bedside presentation rounds. Additionally, this article will suggest approaches to incorporating technology into clinical teaching, including just-in-time training, simulation, and telemedical teaching. This paper provides readers with strategies and techniques for improving clinical teaching effectiveness. [West J Emerg Med. 2020;21(4)985-998.].
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    Faculty Recruitment, Retention, and Representation in Leadership: An Evidence-Based Guide to Best Practices for Diversity, Equity, and Inclusion from the Council of Residency Directors in Emergency Medicine.
    (The western journal of emergency medicine, 2022-01) Davenport, Dayle; Alvarez, Al'ai; Natesan, Sreeja; Caldwell, Martina T; Gallegos, Moises; Landry, Adaira; Parsons, Melissa; Gottlieb, Michael
    Improving the recruitment, retention, and leadership advancement of faculty who are under-represented in medicine is a priority at many academic institutions to ensure excellence in patient care, research, and health equity. Here we provide a critical review of the literature and offer evidence-based guidelines for faculty recruitment, retention, and representation in leadership. Recommendations for recruitment include targeted recruitment to expand the candidate pool with diverse candidates, holistic review of applications, and incentivizing stakeholders for success with diversity efforts. Retention efforts should establish a culture of inclusivity, promote faculty development, and evaluate for biases in the promotion and tenure process. We believe this guide will be valuable for all leaders and faculty members seeking to advance diversity, equity, and inclusion in their institutions.
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    Feedback in Medical Education: An Evidence-based Guide to Best Practices from the Council of Residency Directors in Emergency Medicine.
    (The western journal of emergency medicine, 2023-05) Natesan, Sreeja; Jordan, Jaime; Sheng, Alexander; Carmelli, Guy; Barbas, Brian; King, Andrew; Gore, Kataryza; Estes, Molly; Gottlieb, Michael
    Within medical education, feedback is an invaluable tool to facilitate learning and growth throughout a physician's training and beyond. Despite the importance of feedback, variations in practice indicate the need for evidence-based guidelines to inform best practices. Additionally, time constraints, variable acuity, and workflow in the emergency department (ED) pose unique challenges to providing effective feedback. This paper outlines expert guidelines for feedback in the ED setting from members of the Council of Residency Directors in Emergency Medicine Best Practices Subcommittee, based on the best evidence available through a critical review of the literature. We provide guidance on the use of feedback in medical education, with a focus on instructor strategies for giving feedback and learner strategies for receiving feedback, and we offer suggestions for fostering a culture of feedback.
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    Finessing Feedback: Recommendations for Effective Feedback in the Emergency Department
    (Annals of Emergency Medicine, 2019-01-01) Buckley, Catherine; Natesan, Sreeja; Breslin, Adam; Gottlieb, Michael
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    Holistic Review, Mitigating Bias, and Other Strategies in Residency Recruitment for Diversity, Equity, and Inclusion: An Evidence-based Guide to Best Practices from the Council of Residency Directors in Emergency Medicine.
    (The western journal of emergency medicine, 2022-05) Gallegos, Moises; Landry, Adaira; Alvarez, Al'ai; Davenport, Dayle; Caldwell, Martina T; Parsons, Melissa; Gottlieb, Michael; Natesan, Sreeja
    Advancement of diversity, equity, and inclusion (DEI) in emergency medicine can only occur with intentional recruitment of residency applicants underrepresented in medicine (UIM). Shared experiences from undergraduate and graduate medical education highlight considerations and practices that can contribute to improved diversity in the resident pool, such as holistic review and mitigating bias in the recruitment process. This review, written by members of the Council of Residency Directors in Emergency Medicine (CORD) Best Practices Subcommittee, offers best practice recommendations for the recruitment of UIM applicants. Recommendations address pre-interview readiness, interview approach, and post-interview strategies that residency leadership may use to implement holistic review and mitigate bias for recruitment of a diverse class.
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    Physician Pipeline and Pathway Programs: An Evidence-based Guide to Best Practices for Diversity, Equity, and Inclusion from the Council of Residency Directors in Emergency Medicine.
    (The western journal of emergency medicine, 2022-07) Parsons, Melissa; Caldwell, Martina T; Alvarez, Al'ai; Davenport, Dayle; Gallegos, Moises; Landry, Adaira; Gottlieb, Michael; Natesan, Sreeja
    Improving the diversity and representation in the medical workforce requires intentional and deliberate efforts to improve the pipeline and pathway for underrepresented in medicine (UIM) applicants. Diversity enhances educational experiences and improves patient care and outcomes. Through a critical review of the literature, in this article we offer evidence-based guidelines for physician pipeline and pathway programs (PP). Recommendations are provided regarding considerations on the types of programs and surrounding implementation to ensure a sound infrastructure and framework. We believe this guide will be valuable for all leaders and faculty members seeking to grow the UIM applicant pool in our efforts to advance diversity, equity, and inclusion within medicine.