Abstract
Significant impediments to effective emergency department (ED) teaching compromise what could otherwise be an excellent learning environment. Attending physicians must balance the need to quickly devise patient assessments and plans with their responsibility to devote time toward teaching students. There is little literature to guide faculty development around specific emergency medicine teaching techniques. The purpose of this study was: 1) describe the frequency and nature of various teaching styles used by attending physicians; 2) determine if there is an inverse relationship between effective teaching and clinical demands; and 3) quantify the frequency of interruptions by the training physician that occur when students and residents do oral case presentations (OCPs) in the ED.
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