So starting now as a newly minted attending, when my students and residents teach me new concepts in EBM, I’ll be as receptive as anyone to change from below. But the knowledge flow won’t be a one-way street. Instead, I’ll reply to the latest in EBM by reminding my students and residents about the oldest in EBM: the fundamentals. How was the study designed and performed? In what setting? When? By whom? What types of patients were included and excluded? Were the outcomes patient-centered? When students bring us new answers, we should challenge them with new questions.
In short, I’m absolutely looking forward to having my trainees tell me the latest and greatest of what the emergency medicine literature has to offer. But from there, I’m hoping that, together, we can discuss what these findings actually mean and how to apply them to our living, breathing patients.
Explore This IssueACEP Now: Vol 35 – No 09 – September 2016
“Change from above,” “change from below”—those phrases sound too adversarial for me these days. Let’s stick with “change things together.”