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01.12.2011 | Review | Ausgabe 1/2011 Open Access

International Journal of Emergency Medicine 1/2011

Dealing with the difficult student in emergency medicine

International Journal of Emergency Medicine > Ausgabe 1/2011
Sarah E Ronan-Bentle, Jennifer Avegno, Cullen B Hegarty, David E Manthey
Wichtige Hinweise

Electronic supplementary material

The online version of this article (doi:10.​1186/​1865-1380-4-39) contains supplementary material, which is available to authorized users.

Competing interests

The manuscript, as submitted or its essence in another version, is not under consideration for publication elsewhere, and will not be published elsewhere while under consideration by International Journal of Emergency Medicine. The authors have no declarations of competing interest, financial or otherwise, to report.

Authors' contributions

All authors have made substantive contributions to the study, and there are no copyright constraints. All authors read and approved the final manuscript.


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.
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