I believe in a blended approach that combines case-based learning, simulation, and hands-on clinical experience. Case-based learning helps students apply theoretical knowledge to real-world scenarios, while simulation provides a safe environment to practice critical skills. Hands-on clinical experience is essential for building confidence and competence. I also emphasize interactive discussions and feedback to ensure students understand concepts deeply and can adapt to dynamic emergency situations.

I regularly attend conferences, participate in workshops, and subscribe to leading journals like the Annals of Emergency Medicine. I also engage in online forums and collaborate with colleagues to discuss emerging trends. Additionally, I integrate evidence-based practices into my teaching and clinical work, ensuring that my knowledge remains current and relevant to the evolving field of emergency medicine.

I would first assess their learning style and identify specific areas of difficulty. Then, I would provide tailored explanations, use visual aids, or break down the concept into smaller, manageable parts. Encouraging open communication and offering additional resources, such as articles or practice scenarios, can also help. My goal is to create a supportive environment where they feel comfortable asking questions and improving their understanding.

During a mass casualty incident, I coordinated a team to triage and treat multiple patients simultaneously. I prioritized tasks, delegated responsibilities, and maintained clear communication to ensure efficient care. Despite the chaos, I remained calm and focused, which helped the team perform effectively. This experience reinforced the importance of teamwork, adaptability, and quick decision-making in emergency medicine.

I prioritize effective time management and set clear boundaries between clinical and teaching responsibilities. I integrate teaching into clinical practice by involving students in patient care and using real cases as learning opportunities. Additionally, I allocate specific time for lesson planning and student feedback. This approach ensures that both my clinical and teaching roles complement each other, enhancing the learning experience for students while maintaining high-quality patient care.