Discover and read the best of Twitter Threads about #MedEdTwagTeam
Most recents (24)
1/ “When you have time, can we look over one of my notes?”
Do you have an approach to teaching when learners ask for feedback on documentation? Check out the following thread for some high-yield tips!
#MedEd #MedEdTwagTeam #TweetorialTuesday #MedTwitter
Do you have an approach to teaching when learners ask for feedback on documentation? Check out the following thread for some high-yield tips!
#MedEd #MedEdTwagTeam #TweetorialTuesday #MedTwitter
2/ As a reminder, we are still in our series on inpatient teaching. I typically will teach about notes after rounds.
3/ First… in your opinion, how valuable is it for learners to receive feedback from notes?
#MedEd #MedTwitter #MedStudentTwitter
#MedEd #MedTwitter #MedStudentTwitter
1/ You’re prepping a 15min post-rounds talk on anticoagulation. To excite the crowd, you say, “This is going to be interactive!”
How do you avoid learners reflexively cringing,waiting to be “socratically” questioned?
#MedEd #MedTwitter #MedEdTwagTeam #TweetorialTuesday
How do you avoid learners reflexively cringing,waiting to be “socratically” questioned?
#MedEd #MedTwitter #MedEdTwagTeam #TweetorialTuesday
2/ We are still covering teaching in the inpatient setting. Interactive teaching can be done in most settings, but I’ll focus on opportunities before/after rounds. We covered interactive teaching during rounds & @ bedside earlier this series
3/ When people say, “This session is going to be interactive,” a talk where learners are asked a series of ?s akin to the socratic method often comes to mind.
For this thread, I'd like to frame “interactive teaching” as below:
For this thread, I'd like to frame “interactive teaching” as below:
1/ Last week, @ChrisDJackson dropped some serious 🔥tips on putting together the content of chalk talks. Check it out if you missed it ⬇️
Part 2 this wk will cover high yield delivery tips!
#MedEd #MedTwitter #MedEdTwagTeam #TweetorialTuesday
Part 2 this wk will cover high yield delivery tips!
#MedEd #MedTwitter #MedEdTwagTeam #TweetorialTuesday
2/ As a reminder, we are still covering teaching in the inpatient setting. Again, chalk talks are fair game both during or after rounds, depending on how much time you have available
3/ We will cover the following tips for chalk talk delivery in this week’s🧵:
1/ A new dx of cirrhosis…
Recurrence of cancer…
A Monday procedure is canceled & your pt waited since Friday…
We’re frequently the bearer of bad news in the hospital.
Today #MedEdTwagTeam shares tips on incorporating teaching when giving difficult news.
#MedTwitter #MedEd
Recurrence of cancer…
A Monday procedure is canceled & your pt waited since Friday…
We’re frequently the bearer of bad news in the hospital.
Today #MedEdTwagTeam shares tips on incorporating teaching when giving difficult news.
#MedTwitter #MedEd
2/ As a reminder, we are continuing our discussion inpatient teaching.
Last wk, we covered tips on teaching around family meetings:
This wk, we focus on teaching when delivering difficult news, which can also be done during rounds & routine patient care
Last wk, we covered tips on teaching around family meetings:
This wk, we focus on teaching when delivering difficult news, which can also be done during rounds & routine patient care
3/ But 1st… what counts as “difficult news?” We often think of cancer or terminal illnesses.
But with the definition ⬇️ I think we can agree there are plenty of times when we may be delivering difficult news to patients without even identifying it as such.
But with the definition ⬇️ I think we can agree there are plenty of times when we may be delivering difficult news to patients without even identifying it as such.
1/ Your intern on rounds: “I’m worried about Ms. H & think we need a family meeting.”
You mentally check your schedule to decide where to fit a 30-60 min family meeting AND make it a good learning experience.
#MedEdTwagTeam is back w tips on the latter!
#MedTwitter #MedEd
You mentally check your schedule to decide where to fit a 30-60 min family meeting AND make it a good learning experience.
#MedEdTwagTeam is back w tips on the latter!
#MedTwitter #MedEd
2/ As a reminder, we are continuing our discussion about opportunities for inpatient teaching after rounds. We return to the bedside this week to discuss teaching around family meetings
3/ What are your objectives for using the family meeting as a method of teaching?
Common areas for intentional skill-building with family meetings are highlighted 👇🏼
Common areas for intentional skill-building with family meetings are highlighted 👇🏼
1/ Happy Tweetorial Tuesday from @ChrisDJacksonMD!
Clinical pearls? Evidence based medicine? Are we trying to mix oil and water?
Don't worry, your #MedEdTwagTeam crew is here to help with this week's thread!
Clinical pearls? Evidence based medicine? Are we trying to mix oil and water?
Don't worry, your #MedEdTwagTeam crew is here to help with this week's thread!
2/ The clinical pearl bridges our learner's clinical observations and their developing evidence-based practice.
Our learners are often navigating so much clinical data that a well-timed and well-crafted pearl can help them navigate challenging dx & mgmt scenarios
Our learners are often navigating so much clinical data that a well-timed and well-crafted pearl can help them navigate challenging dx & mgmt scenarios
3/ Clinical pearls have 3 important qualities.
They convey a key easily understood clinical point. This information could inform dx, mgmt, or both. Most important, they should build the knowledge of the receiver, pointing out what is not already known.
They convey a key easily understood clinical point. This information could inform dx, mgmt, or both. Most important, they should build the knowledge of the receiver, pointing out what is not already known.
1/ Your student is trying to characterize the pt’s aortic stenosis murmur. The pt looks concerned. The rest of your team looks bored, waiting to examine the pt.
How to make PE teaching fruitful & engaging for EVERYONE?
#TweetorialTuesday #MedTwitter #MedEdTwagTeam #MedEd
How to make PE teaching fruitful & engaging for EVERYONE?
#TweetorialTuesday #MedTwitter #MedEdTwagTeam #MedEd
2/ As a reminder, we are continuing our discussion about opportunities for inpatient teaching during rounds.
Today is the final installment on the physical exam.
Today is the final installment on the physical exam.
3/ You’ve decided to teach exam skills. You’ve prepped WHAT you’d like to teach.
But with so many different levels of learners on a team, keeping all your learners & the pt engaged can be a challenge during exam teaching.
But with so many different levels of learners on a team, keeping all your learners & the pt engaged can be a challenge during exam teaching.
1/ After reading #MedEdTwagTeam @JenniferSpicer4's #TweetorialTuesday last week, you’ve decided to teach exam skills at the bedside.
Awesome! Now how do you structure your exam skills teaching? We will review some strategies this week!
#MedTwitter #MedEd
Awesome! Now how do you structure your exam skills teaching? We will review some strategies this week!
#MedTwitter #MedEd
2/ As a reminder, we are continuing our discussion about opportunities for inpatient teaching during rounds.
Today is week 2 of 3 in our physical exam series.
Today is week 2 of 3 in our physical exam series.
3/ These are the 4 ways I incorporate physical exam teaching on rounds.
💎Skill of the Day
💎Diagnostically Relevant
💎Clinical Trend
💎Imaging Correlation
Depending on how much time you have, you can choose just 1 method, or incorporate all 4 on a given day!
💎Skill of the Day
💎Diagnostically Relevant
💎Clinical Trend
💎Imaging Correlation
Depending on how much time you have, you can choose just 1 method, or incorporate all 4 on a given day!
1/ Happy #TweetorialTuesday from @ChrisDJacksonMD!
Hypothesis-driven history? Bedside rounds? How do we put it all together?
Don't worry, your #MedEdTwagTeam crew is here to help with this week's thread!
Hypothesis-driven history? Bedside rounds? How do we put it all together?
Don't worry, your #MedEdTwagTeam crew is here to help with this week's thread!
2/ Last week, we emphasized the why of teaching and using hypothesis-driven history.
3/ Outlined in this figure are the 5 steps in a hypothesis-driven-history encounter
Depending upon the patient scenario, you may use some or all of these steps.
More important, though, is engaging the learner at each point towards obtaining the diagnosis for the patient
Depending upon the patient scenario, you may use some or all of these steps.
More important, though, is engaging the learner at each point towards obtaining the diagnosis for the patient
1/ Happy #TweetorialTuesday from @ChrisDJacksonMD!
Welcome back to the #MedEdTwagTeam threads on all things teaching, feedback, and so much more.
We have exciting stuff to help you level up your bedside history and physical examination teaching skills in the coming weeks.
Welcome back to the #MedEdTwagTeam threads on all things teaching, feedback, and so much more.
We have exciting stuff to help you level up your bedside history and physical examination teaching skills in the coming weeks.
2/ We are still covering the foundations of inpatient teaching. This week, we will be focusing on strategies to improve hypothesis-driven history taking at the bedside during rounds.
3/ Obtaining the HPI is a core skill for patient care.
We're taught to take this history with attention to comprehensiveness
The goal of hypothesis-driven history is to carefully consider what questions impact our diagnostic thinking to make our history taking more effective
We're taught to take this history with attention to comprehensiveness
The goal of hypothesis-driven history is to carefully consider what questions impact our diagnostic thinking to make our history taking more effective
1/ You’ve got multiple learners on your inpatient team. How do you know if you’re teaching them what they need and want to learn?
It’s another #TweetorialTuesday from the @MedEdTwagTeam!
#MedTwitter #MedEd #MedEdTwagTeam #MedTweetorial #FacDev
It’s another #TweetorialTuesday from the @MedEdTwagTeam!
#MedTwitter #MedEd #MedEdTwagTeam #MedTweetorial #FacDev
2/ We are still covering the foundations of inpatient teaching.
If you missed these threads, catch up on:
🔥@JenniferSpicer4’s how to plan for teaching on rounds - tinyurl.com/roundsprep
🔥@GStetsonMD’s how to boost teaching with learning objectives - tinyurl.com/LObjectives
If you missed these threads, catch up on:
🔥@JenniferSpicer4’s how to plan for teaching on rounds - tinyurl.com/roundsprep
🔥@GStetsonMD’s how to boost teaching with learning objectives - tinyurl.com/LObjectives
3/ This week, we cover how to use shared goal-setting to build upon teaching preparation & learning objectives.
1/ Time for #TweetorialTuesday from the @MedEdTwagTeam for our #MedTwitter & #MedEd friends!
This week is our 3rd “Fitting it All In” on how we structure teaching into our inpatient attending time!
This week is our 3rd “Fitting it All In” on how we structure teaching into our inpatient attending time!
2/ As a reminder, we are discussing the foundational skills for inpatient teaching.
Last week, @JenniferSpicer4 provided her take as a consult service attending: https://t.co/12hjMWAnfW
Last week, @JenniferSpicer4 provided her take as a consult service attending: https://t.co/12hjMWAnfW
3/ Rounding & teaching on the inpatient service often needs to be adjusted to fit differences in resident schedules & program cultures. Since I’ve been at 2 different institutions recently, I’ll provide a unique perspective on how I’ve changed rounding based on those factors.
1/ Merry #TweetorialTuesday to all our #MedEdTwagTeam, #MedEd, and #MedTwitter friends!
Today we will be chatting about how to fit in teaching when on an #InpatientTeaching service.
Today we will be chatting about how to fit in teaching when on an #InpatientTeaching service.
2/ As @JenniferSpicer4 outlined two weeks ago, we are going to structure our upcoming content in terms of different times when teaching can occur.
However, today is going to be an overview of structuring one’s day, and is part of our foundational skills section.
However, today is going to be an overview of structuring one’s day, and is part of our foundational skills section.
3/ And, as with all #MedEd, what I do will NOT translate directly to your practice, as learning contexts are so unique and specific. However, the big ideas and concepts are transferrable.
1/ For the next 7 weeks, our #MedEdTwagTeam #TweetorialTuesday will review the foundational #ClinicalTeaching skills.
Then we will launch into our new threads on more advanced clinical teaching skills.
#MedTwitter
#MedEd
Then we will launch into our new threads on more advanced clinical teaching skills.
#MedTwitter
#MedEd
2/ Why are we doing this?
July is a time of transitions.
And we believe these foundational skills are the most important ones to master before moving to more advanced skills.
Revisit this intro thread from @GStetsonMD for details about what's to come:
July is a time of transitions.
And we believe these foundational skills are the most important ones to master before moving to more advanced skills.
Revisit this intro thread from @GStetsonMD for details about what's to come:
3/ Plus, using spaced learning to revisit content is an effective way to learn & retain information!
See this wonderful illustration by @OsmosisMed highlighting this point.
See this wonderful illustration by @OsmosisMed highlighting this point.
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!
Today we will be summarizing what we have learned throughout the #EffectiveQuestions series.
Thanks for joining us, #MedTwitter, #MedEd, #Tweetatrician, & #MedStudentTwitter Friends!
Today we will be summarizing what we have learned throughout the #EffectiveQuestions series.
Thanks for joining us, #MedTwitter, #MedEd, #Tweetatrician, & #MedStudentTwitter Friends!
2/ I have had an excellent time sharing with you all my approach to #EffectiveQuestions in the clinical setting.
Here is where we have been during this journey.
Here is where we have been during this journey.
3/ In the intro we talked about ”pimping” and the psychologically dangerous environment it creates, as illustrated by these drawings in this fascinating study:
pubmed.ncbi.nlm.nih.gov/31084222/
pubmed.ncbi.nlm.nih.gov/31084222/
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!
We are in our #EffectiveQuestions series.
Thanks for joining us, #MedTwitter, #MedEd, #Tweetatrician, & #MedStudentTwitter Friends!
We are in our #EffectiveQuestions series.
Thanks for joining us, #MedTwitter, #MedEd, #Tweetatrician, & #MedStudentTwitter Friends!
2/ This is our last specific topic in the #EffectiveQuestions series, and it is a favorite!
Today is about how to leverage the power of prediction to engage your trainees and enhance their learning.
Today is about how to leverage the power of prediction to engage your trainees and enhance their learning.
3/ Today’s thread is based on Chapter 2 from #SmallTeaching.
I love this book by @LangOnCourse. It is right up there with #MakeItStick and #HowLearningWorks, IMHO.
Really digestible, and the information can be applied to your practice the following day.
I love this book by @LangOnCourse. It is right up there with #MakeItStick and #HowLearningWorks, IMHO.
Really digestible, and the information can be applied to your practice the following day.
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!
We are in our #EffectiveQuestions series.
Thanks for joining us, #MedTwitter, #MedEd, #Tweetatrician & #MedStudentTwitter Friends!
We are in our #EffectiveQuestions series.
Thanks for joining us, #MedTwitter, #MedEd, #Tweetatrician & #MedStudentTwitter Friends!
2/ Today we are touching on how to advance reasoning through inquiry. One of the best and most appropriate uses of questions in the clinical setting.
3/ Back when this series started, I asked y’all how you use questions in clinical teaching.
Two long-time friends of the @MedEdTwagTeam, @LiangRhea & @GIMaPreceptor left answers that perfectly set up this thread.
Two long-time friends of the @MedEdTwagTeam, @LiangRhea & @GIMaPreceptor left answers that perfectly set up this thread.
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!
We are in our #EffectiveQuestions series.
Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends!
We are in our #EffectiveQuestions series.
Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends!
2/ This week we continue talking about my favorite uses of questions in the clinical learning environment.
Last week was questions as a needs assessment. Go back and check that out if you missed it.
This week is questions for retrieval practice.
Last week was questions as a needs assessment. Go back and check that out if you missed it.
This week is questions for retrieval practice.
3/ Much of today’s thread is derived from a favorite book...Make It Stick: The Science of Successful Learning.
It is very approachable and has super useful content. Today, we will talk about retrieval practice, and briefly touch on spaced learning and interleaving.
It is very approachable and has super useful content. Today, we will talk about retrieval practice, and briefly touch on spaced learning and interleaving.
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!
We are in our #EffectiveQuestions series.
Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends!
We are in our #EffectiveQuestions series.
Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends!
2/ This week we start talking about my favorite uses of questions in the clinical learning environment.
First up is, questions as a needs assessment.
First up is, questions as a needs assessment.
3/ I was schooled in #MedEdScholarship by @posucsf, Dave Irby, and @bobrien_15 @UCSF.
Like most educators of #HPE, they framed curriculum development for me through the lens of “Kern’s Six Steps”.
Like most educators of #HPE, they framed curriculum development for me through the lens of “Kern’s Six Steps”.
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!
We are in our #EffectiveQuestions series.
Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends!
We are in our #EffectiveQuestions series.
Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends!
2/ Here is where we are in our journey through the world of inquiry as a teaching tool.
Before we get into some methods of effective questioning, I think it is important to spell out what makes a “bad question”.
This is what we will tackle today. Let’s go!
Before we get into some methods of effective questioning, I think it is important to spell out what makes a “bad question”.
This is what we will tackle today. Let’s go!
3/ Back in our intro, we introduced the idea of ”pimping”. We were unequivocal that we feel this term and practice are bad and have no place in medical education.
Although, we acknowledge there are some who argue otherwise.
pubmed.ncbi.nlm.nih.gov/26647250/
pubmed.ncbi.nlm.nih.gov/25088335/
Although, we acknowledge there are some who argue otherwise.
pubmed.ncbi.nlm.nih.gov/26647250/
pubmed.ncbi.nlm.nih.gov/25088335/
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!
We are in our #EffectiveQuestions series.
Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends!
We are in our #EffectiveQuestions series.
Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends!
2/ Today is Week 2 out of 7 in this series.
Today, we will be covering some general rules about how to ask questions in the clinical learning environment.
Today, we will be covering some general rules about how to ask questions in the clinical learning environment.
3/ These are the 8 rules I personally follow. We will get into each one in this thread.
Here are some great papers for more background:
pubmed.ncbi.nlm.nih.gov/32297833/
pubmed.ncbi.nlm.nih.gov/33394663/
pubmed.ncbi.nlm.nih.gov/27541066/
Here are some great papers for more background:
pubmed.ncbi.nlm.nih.gov/32297833/
pubmed.ncbi.nlm.nih.gov/33394663/
pubmed.ncbi.nlm.nih.gov/27541066/
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!
Today begins our series on #EffectiveQuestions in the Clinical Learning Environment.
It’s an age-old practice that can conjure mixed emotions. This series will give you tools to use questions with purpose.
Today begins our series on #EffectiveQuestions in the Clinical Learning Environment.
It’s an age-old practice that can conjure mixed emotions. This series will give you tools to use questions with purpose.
2/ I wanted to bring us back to the #HierarchyOfTeachingSkills that we have been using.
We previously covered the foundational skills that help create psychological safety & we just wrapped up our feedback series.
To see any of these previous threads, check out @MedEdTwagTeam.
We previously covered the foundational skills that help create psychological safety & we just wrapped up our feedback series.
To see any of these previous threads, check out @MedEdTwagTeam.
3/ Here is where we are going over the next 7 weeks. Today is our intro.
This is one of my favorite topics in #MedEd!
Questions in the clinical setting are employed by all teachers & SEEM so simple to use.
However, effective questioning is a nuanced skill.
Let’s get into it!
This is one of my favorite topics in #MedEd!
Questions in the clinical setting are employed by all teachers & SEEM so simple to use.
However, effective questioning is a nuanced skill.
Let’s get into it!
1/ This week the #MedEdTwagTeam is bringing you a final #TweetorialTuesday summarizing the #feedback threads from @GStetsonMD & @JenniferSpicer4 over last 10 weeks.
2/ If you missed any of our threads, you can go to the @MedEdTwagTeam handle and follow so you don’t miss out!
Check out our pinned tweet, which has "Moments" for each of our #tweetorial series.
Check out our pinned tweet, which has "Moments" for each of our #tweetorial series.
3/ Week 1 provided an overview, and Week 2 emphasized the importance of relationships & culture as the foundation of effective feedback.
@GStetsonMD emphasized these 2 articles:
1⃣The Educational Alliance: pubmed.ncbi.nlm.nih.gov/25406607/
2⃣Feedback as Coaching: pubmed.ncbi.nlm.nih.gov/30907439/
@GStetsonMD emphasized these 2 articles:
1⃣The Educational Alliance: pubmed.ncbi.nlm.nih.gov/25406607/
2⃣Feedback as Coaching: pubmed.ncbi.nlm.nih.gov/30907439/
1/ All teachers will have learners who aren’t meeting expectations.
Providing feedback in these situations can be tough, but is VITALLY important.
Hang with us, the #MedEdTwagTeam, and we will walk you through it on today’s #TweetorialTuesday!
Providing feedback in these situations can be tough, but is VITALLY important.
Hang with us, the #MedEdTwagTeam, and we will walk you through it on today’s #TweetorialTuesday!
2/ Today, we will discuss the “struggling learner”, a terrible phrase that shouldn’t be used.
From now on, we will be discussing the learner who isn’t meeting expectations (LWIME). This doesn’t label, and describes their current behaviors, not their potential.
From now on, we will be discussing the learner who isn’t meeting expectations (LWIME). This doesn’t label, and describes their current behaviors, not their potential.
3/ Can we define LWIME? Per @JenniferSpicer4 & @gradydoctor, you need a measuring stick to say whether a learner is, or is not, meeting expectations.
Great tools are the #ACGME Core Competencies or #CanMEDS Framework. You can further break this down by specialty #milestones.
Great tools are the #ACGME Core Competencies or #CanMEDS Framework. You can further break this down by specialty #milestones.
