Discover and read the best of Twitter Threads about #TweetorialTuesday

Most recents (24)

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 Image
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 Image
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. Image
Read 11 tweets
1/ You just admitted a patient with some really interesting pathology. You want to teach about it tomorrow on rounds. You know it is gonna be a busy day. What’s the plan?

Welcome back to #TweetorialTuesday from the @MedEdTwagTeam. Special S/O to our #MedEd & #MedTwitter friends!
2/ We are still in this “during rounds” section of our inpatient teaching block. Rounds are the CLASSIC time to drop pearls. But, doing it well takes thought and preparation.
3/ What does it mean to “drop pearls”? It refers to pearls of wisdom, and many of us think of some stately professor emeritus waxing poetic in a case conference.

But check out this definition here:
Read 11 tweets
1/ As the team starts discussing patient #16 on the list during rounds, you look around & notice:

Learner 1: *👀 at their phone*
Learner 2: *🥱, almost 🛌*
Learner 3: *🥺 pleading for rounds to end*

How can you keep everyone engaged?!

If this feels familiar, check out this 🧵! Image
2/ This week, we are continuing our discussion about opportunities for inpatient teaching during rounds with a focus on how to keep learners engaged.

Although these tips are primarily for rounds that do NOT occur at the bedside, many of the same principles apply. Image
3/ For tips on how to engage all learners at the bedside, check out this recent thread from @YihanYangMD on engaging all learners at the bedside with physical exam teaching:

Read 17 tweets
1/ Welcome back to another edition of #TweetorialTuesday from the @MedEdTwagTeam. Special S/O to our #MedEd & #MedTwitter friends!

Over the last two weeks we have laid out the WHY and the WHAT of teaching communication. Today is the HOW. Let’s go!
2/ For refreshers on the WHY and WHAT, check out these previous threads from:
@JenniferSpicer4 (WHY) –
@GStetsonMD (WHAT) –
3/ And like the previous threads, much of this content comes from this book (Chapter 16 for this thread) by @DrCalvinChou & @LauraCooleyPhD of @ACHonline. It is a foundational book that is extremely readable and applicable. Well worth your time: CommunicationRx.org
Read 12 tweets
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 Image
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. Image
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.
Read 16 tweets
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! Image
2/ Last week, we emphasized the why of teaching and using hypothesis-driven history. Image
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 Image
Read 18 tweets
1/ It is near the end of your time on inpatient service and it has been BUSY!

Spirits are high, but folks are tired.
You want to make sure rounds are high-yield, but how to focus their energy?

Welcome back #MedTwitter & #MedEd for another #TweetorialTuesday from @MedEdTwagTeam!
2/ This week, I will share tips on how to use questions to get ”the wheels turning” for your learners before rounds.

In just a few minutes, this focuses energy, engages team members in the cases they may not be following, and enhances bedside learning for everyone.
3/ Today’s 🧵 harkens back to one I posted about ”prediction questions”.

Inspiration: #SmallLearning from @LangOnCourse. It is tremendous, with a lot of useful ideas that can be applied in the classroom or clinical setting. FYI - 2nd ed just came out.
Read 13 tweets
1/ You're on the inpatient service,
and you want to teach...

but HOW are you supposed to FIND TIME ⏲️while also
✅ caring for patients
✅ writing notes
✅ completing other administrative work

Not to mention managing your personal life!

This week: tips on teaching BEFORE rounds Image
2/ This week, I will share practical tips on how to integrate teaching into your daily routine BEFORE rounds.

It's another #TweetorialTuesday from the @MedEdTwagTeam for our #MedTwitter & #MedEd friends! Image
When do you typically teach?
Read 14 tweets
1/ Happy #TweetorialTuesday from @ChrisDJacksonMD!
 
Hi #MedTwitter, I’m Chris Jackson. Honored and pumped to join @JenniferSpicer4, @GStetsonMD, and @YihanYangMD to share my love of #MedEd with you all through the @MedEdTwagTeam
 
A brief intro… Image
2/ I’m a current @UTHSC_Medicine senior APD of curriculum, assistant clerkship director @UTHSCMedicine, academic general internist @RegOneHlthFDN @CCHSmemphis

You may have seen me on #MedTwitter with my threads on #EBM or interactions via @primarycarechat
3/ I became interested in #MedEd after meeting inspiring role models & mentors @AU-UGA Medical Partnership: @3owllearning, Dr. Howard Cohen and @UTHSC_Medicine: Dr. Jim Lewis
 
After residency, I joined @UTHSC_Medicine faculty with a specific interest in ambulatory education Image
Read 9 tweets
1/ “Let’s hear about this patient at the bedside.”

As an educator or learner, does this sentence make you tachycardic??

It’s another #TweetorialTuesday from the @MedEdTwagTeam! #MedTwitter #MedEd #MedStudentTwitter #Tweetorial #FacDev
2/ We are still covering the foundations of inpatient teaching.

This week, we will focus on general strategies to incorporate bedside teaching effectively into your inpatient teaching tool box!
3/ First, there are many benefits to teaching @ the bedside for learners, educators, & patients alike.

See articles:
⚡️@DanielRicottaMD TWDFNR @JHospMedicine: tiny.cc/RoundsTWDFNR

⚡️@OlleTenCate Review on Bedside Teaching / tinyurl.com/BedsideReview
Read 15 tweets
1/ You are standing in front of your team, getting ready to teach about diabetic foot infections.

HOW will you get them interested in this topic?

And how are you going to teach so that EVERYONE learns, from student all the way up to the fellow?!

#MedEd #MedTwitter: HELP!
2/ This week, I will share tips on teaching to multiple learner levels AND interests to help you effectively engage your entire team during inpatient teaching sessions.

It's another #TweetorialTuesday from the @MedEdTwagTeam for our #MedTwitter & #MedEd friends.
3/ You have a team of learners and a patient to discuss.

How will you make the teaching both INTERESTING & RELEVANT for your learners?

I mean, you're teaching about diabetic foot infection. Everyone's going to 😴💤 as soon as you start teaching. How can you keep them engaged?!
Read 15 tweets
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
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
3/ This week, we cover how to use shared goal-setting to build upon teaching preparation & learning objectives.
Read 18 tweets
1/ Have you ever...

...promised yourself that THIS time you'll prioritize teaching while on the inpatient service but then get TOO BUSY?

...or WANT to teach something on rounds but realize that you have FORGOTTEN the details of that clinical pearl.

Then this week is for you!
2/ This week, I will share tips to help you prepare to teach effectively on rounds as one of our “foundational skills” for inpatient teaching.

It's another #TweetorialTuesday from the @MedEdTwagTeam for our #MedTwitter & #MedEd friends.
3/ Before we get started, I want you to reflect on something:

When you travel, do you tend to plan an itinerary for your trip or "wing it"?

Now, what if you only had a single day in that city but wanted to see all the famous sites?

Would your answer change?
Read 16 tweets
1/ It's another #TweetorialTuesday from the @MedEdTwagTeam for our #MedTwitter & #MedEd friends.

This week, I will give you a glimpse into how I structure my day on the inpatient service to balance teaching & completing my own tasks as an attending!
2/ As a reminder, we are discussing the foundational skills for inpatient teaching - i.e., how to "fit it in"

@GStetsonMD provided his perspective last week.

This week, I will compare/contrast how I approach this when I'm on a primary vs consulting team.
3/ I've used the literature to consider how I want to teach and conduct rounds.

Therefore, I consider:
1⃣ how my actions impact the learning climate
2⃣ what content my learners need to know for their future practice
3⃣how to incorporate focused, relevant teaching into rounds
Read 15 tweets
🧵 Residency Interview Series Part 6 and Thread #10 in my #Match2022 series: “What Questions Do You Have?” 🧵

A question you WILL get. Ready?!

@FuturePedsRes @InternalMed_Res @FutureGenSurg @futureradres @NMatch2022 @IMG_Advocate @FutureAnesRes

#TweetorialTuesday #PedsMatch22
Think about the types of questions you ask. A lot of generic information about programs and curricula can be found on program websites or databases. I would encourage you to ask thoughtful questions about things you wouldn’t be able to find the answer to online.
Here are 20 examples of questions I had prepared for all of my interviews. I obviously didn’t ask them all in each interview. I would tend to ask questions based on who I was speaking with and what I still needed to get a better sense of about the program.
Read 32 tweets
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.
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.
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.
Read 14 tweets
1/ #MedTwitter #MedEd

Welcome to our new @MedEdTwagTeam #TweetorialTuesday series on #InpatientTeaching.

We will spend several months exploring how we can improve clinical teaching focusing on the inpatient setting (where @GStetsonMD & myself do most of our teaching).
2/ So, first, let’s start out by defining what makes a good clinical teacher.

Lucky for us, this great article in @AcademicMedicine reviewed 68 articles on the topic published through 2006.

journals.lww.com/academicmedici…
3/ The article has an appendix that lists characteristics in 3 categories, which I have summarized as:

1⃣ personal attributes
2⃣ clinical abilities
3⃣ teaching practices
Read 11 tweets
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!
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.
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/
Read 14 tweets
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, #Tweetatrician, & #MedStudentTwitter Friends! Image
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. Image
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. Image
Read 12 tweets
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, #Tweetatrician & #MedStudentTwitter Friends! Image
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. Image
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. Image
Read 12 tweets
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends! Image
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. Image
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. Image
Read 15 tweets
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends! Image
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. Image
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”. Image
Read 15 tweets
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends! Image
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! Image
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/ Image
Read 15 tweets
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends! Image
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. Image
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/ Image
Read 13 tweets

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