Carlos, W. G., Kritek, P. A., Clay, A. S. et al. (2016). Teaching at the Bedside Maximal Impact in Minimal Time. Annals of the American Thoracic Society, 13, 545-548.
https://doi.org/10.1513/AnnalsATS.201601-018AS

has been cited by the following article:

• TITLE: Bedside Teaching in the Emergency Department: A Model for Delivering Effective Learner-Centered Feedback

  AUTHORS: Matthew Ryan

  KEYWORDS: Feedback, Learner-Centered, Bedside Teaching, Crucial Conversations, Knowledge Gaps

  JOURNAL NAME: Creative Education, Vol.13 No.3, March 14, 2022

  ABSTRACT: Providing learner-centered feedback that is direct, well-timed and based on objective data is one of the most effective tools we have in medical education. The absence of feedback is a missed learning opportunity: good performances are not reinforced and poor performances remain uncorrected. Some common models for delivering fail to address the significance of why feedback is being given and may dilute the intended message. The overarching objective of this work is to underscore the importance of learner-centered feedback, discuss the limitations of providing feedback in the emergency department (ED) and to provide a model of what we learned based on seminars, survey data and feedback from conference presentations that works well in giving feedback. The model has been introduced locally and pilot data for its effectiveness are presented herein.