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Dealing with the difficult student in emergency medicine

Sarah E Ronan-Bentle1, Jennifer Avegno2, Cullen B Hegarty3 and David E Manthey4*

Author Affiliations

1 University of Cincinnati College of Medicine, Department of Emergency Medicine, Cincinnati, Ohio, USA

2 LSUHSC Section of Emergency Medicine, New Orleans, LA, USA

3 Department of Emergency Medicine, Regions Hospital, University of Minnesota, MN, USA

4 Department of Emergency Medicine, Wake Forest University School of Medicine, 5th Floor Watlington Hall, Medical Center Boulevard, Winston-Salem, NC 27157, USA

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International Journal of Emergency Medicine 2011, 4:39  doi:10.1186/1865-1380-4-39

Published: 29 June 2011


Dealing with a student who is perceived as difficult to work with or teach is inevitable in any academic physician's career. This paper will outline the basic categories of these difficulties pertinent to Emergency Medicine rotations in order to facilitate appropriate identification of problems. Strategies for evaluation and reporting of the difficult student are presented. Remediation, based on the type of difficulty, is addressed. Timeliness of reporting, evaluation, and feedback are invaluable to allow for appropriate assessment of the outcome of the remediation plan.