SAEM Teaching on Shift in EM: Pre-test

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This is a Pre-test to be taken before completing the SAEM Toolkit curriculum titled Teaching On Shift in Emergency Medicine

Which of the following best aligns with a key assumption of adult learning theory, as described by Malcolm Knowles? *

1 point

Adults are passive recipients of knowledge

Adults learn best through rote memorization

Adults are self-directed and internally motivated

Adults prefer extrinsic motivators to guide learning

A resident is able to take knowledge from a lecture on airway management and perform a successful intubation during a cardiac arrest. What level of Bloom’s Taxonomy are they demonstrating? *

1 point

Understand

Apply

Analyze

Evaluate

A medical student presents a differential diagnosis for syncope, including vasovagal, arrhythmogenic, and structural causes, but struggles to formulate a treatment plan. What level of the RIME framework does this describe? *

1 point

Reporter

Interpreter

Manager

Educator

Which of the following most accurately describes a novice learner in the emergency department? *

1 point

A senior resident who regularly leads resuscitations

A learner in the Manager or Educator phase of the RIME framework

A learner who can synthesize findings but struggles to generate a management plan

A learner who can accurately form a treatment plan for complex ED patients

What is one specific advantage of using the Aunt Minnie technique? *

1 point

Prioritizes rare and atypical presentations

Reduces variability in diagnostic accuracy

Enhances rapid clinical pattern recognition

Encourages thorough patient presentations

Which statement best reflects a limitation of using the One-Minute Preceptor technique? *

1 point

It discourages critical thinking about evidence-based care

It promotes too much independence in junior learners

It works only for first-year residents

It is not ideal in high-interruption environments

What is one benefit of the “What If” approach in effective questioning for experienced learners? *

1 point

Focuses learners solely on algorithmic pathways

Reinforces memorization of standard differential diagnoses

Allows learners to avoid dealing with complex patients

Encourages exploration of alternate scenarios and resource-limited settings

Which component is unique to the SNAPPS model?

1 point

Learner is required to perform a procedure in real-time

Learner only presents the final diagnosis

Learner outlines next steps based on supervising physician’s feedback

Learner articulates questions about uncertainties they encountered

What is the primary purpose of the ED STAT framework? *

1 point

Organize feedback after the shift

Offer a standardized evaluation tool for end-of-rotation reviews

Provide a structure for off-service resident orientation

Structure teaching throughout the day with any learner

A resident educator uses a sticky note to jot down a few high-yield teaching points throughout a shift and reviews them briefly at the end. This method is known as: *

1 point

Post-It Pearls

Rapid Rounds

Pocket Cards

Teaching Scripts

Which of the following best describes an effective Teaching Script? *

1 point

A mandated feedback form filled out at the end of the shift

A prepared, focused teaching point on a common clinical problem

A spontaneous teaching moment based on current patient flow

A long, detailed lecture covering multiple objectives

Which of the following best describes a limitation of the "see one, do one, teach one" model for procedural skill acquisition? *

1 point

It requires advanced learners to guide novices without oversight

It overemphasizes verbal instruction over demonstration

It lacks structure for progressive skill acquisition and feedback

It prioritizes too much time in simulation over real patient experience

In Peyton’s Four-Step Approach to teaching procedures, which step involves the learner verbalizing the steps before attempting the procedure? *

1 point

Demonstrate

Deconstruct

Formulate

Perform

Which of the following instructional strategies best supports procedural knowledge retention and skill transfer in emergency medicine learners? *

1 point

Hands-off observation followed by independent performance

Role modeling by peers followed by trialing by learner

Use of learner checklists, video resources, and structured feedback

Frequent exposure to live patient procedures without prior preparation

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