IntroductionIn this module I will briefly discuss the challenges associated with teaching emergency medicine (EM) and how these challenges influence my approach to teaching in EM. I would describe the teaching and learning methods I have adapted to in EM to address the learning outcomes of medical trainees. Finally, I would like to reflect on the approach, the methods used and my role in the process. Challenges in EMEM are a very attractive specialty. Internationally, EM residencies rank among the few specialties that attract large numbers of top-tier junior physicians (College of Emergency Medicine EM Taskforce 2012 Interim Report). On the other hand, the College of Emergency Medicine has highlighted concerns about EM training of junior doctors in its 2012 annual report to the GMC states that ongoing pressures on the service are reducing the amount of time trainers can dedicate to delivering the training . Additionally, medical educators have budget constraints to improve the quality of medical education and the safety of medical care. (Vozenilek, Huff, Reznek, & Gordon, 2004) Although EM is a very attractive specialty, in my experience, service pressures and budget constraints are real and I believe that junior physicians in EM are not taught structured and supervised in the workshop. We have a teaching program for junior doctors where once a week they receive lectures on various topics covering their curriculum. This type of traditional teaching in the form of lectures or first aid skills stations is particularly unsatisfactory and unproductive for adult learners. (Kilroy, 2004) I believe that what they can learn in the factory, doing things with supervision, gaining experience and reflecting on these experiences at all times. Teachers are human beings and can be influenced by multiple factors and sometimes beyond their control. We should aim to achieve these characteristics to maximize our effectiveness in teaching. Summary There are various challenges that emergency department teaching faces, from service delivery to budget constraints. The teaching approach and method may vary depending on the student, teacher and circumstances, but small group teaching using clinical problems appears to be effective and appreciated by students. At the level of reflection and personal development, the feedback process is important and is often given less importance than resume coverage. In the future, I would use this step more constructively, and while effective teaching can be influenced by various variables, we should aim to incorporate the characteristics of an effective teacher.