Those of us in training each have a certain number of hours between now and our expected end of training date. Obviously, we will – and must - continue to learn throughout our careers, but the question remains: how do we make the most effective use of the time we have? As EM trainees, we all balance a number of roles: as clinicians, as learners and as educators and role-models within our teams. As clinicians, we have a responsibility to the patients who attend: if they come, we see them and treat them or redirect them as best we can. That is the job. Delivering high quality Emergency medicine is also an opportunity to deliberately apply relevant guidelines and clinical decision rules, or discuss further management options with the specialty team. Imagine how you would write an exam question about this case. Try to follow your patients up – in EM this only happens when it is deliberate. Find the time (while maintaining patient flow).
Outside of work, taking responsibility for your own learning will pay dividends. Although as stated by www.aliem.com/2016/06/top-10-success-resident. FOAM (free open access medicine education) doesn’t cover everything you need to know. Although www.rcemlearning.co.uk is close to complete curriculum coverage.
Throughout our EM training, we act as role-models (positively or negatively) to our peers, our juniors and the wider EM and hospital teams. Trainees also become increasingly involved in teaching and training, formally and informally, as they progress. There is some valuable advice on supervising others for the first time from Prof Judith Tintinalli at www.emdocs.net/em-mindset-reading-mind. It is also worth considering completing the modules on WPBAs for assessors (and linking in your e-portfolio, of course); these are found at www.etft.co.uk