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Knowing when to test (vs) when not to test is the hallmark of a seasoned clinician.
But how to you teach this?
Follow this 🧵 to help your trainees navigate uncertainty.
#MedTwitter #FOAM #diagnosticreasoning
@medrants @AdamRodmanMD @EmilyAbdoler @DxRxEdu @rabihmgeha
1/17
But how to you teach this?
Follow this 🧵 to help your trainees navigate uncertainty.
#MedTwitter #FOAM #diagnosticreasoning
@medrants @AdamRodmanMD @EmilyAbdoler @DxRxEdu @rabihmgeha
1/17
The art & science of #diagnosticreasoning is still in its infancy but we now at least have a shared language to navigate the unknown and have meaningful conversations.
2/17
2/17
That said, much nuance and variability exist with how clinicians approach and explain the diagnostic process to trainees.
At some point, the conversation usually ends with something like...
“… b/c it won’t change management”
3/17
At some point, the conversation usually ends with something like...
“… b/c it won’t change management”
3/17
The 3 most powerful (& liberating) words a #clinicianeducator can use…
“..I don’t know”
Most junior #MedEd faculty will be tempted to avoid them b/c of #impostersyndrome.
I went far too long resisting them but now am free. Don’t make the same mistake I did.
Here’s why…👇
“..I don’t know”
Most junior #MedEd faculty will be tempted to avoid them b/c of #impostersyndrome.
I went far too long resisting them but now am free. Don’t make the same mistake I did.
Here’s why…👇
Saying “I don’t know” will…
-Normalize gaps in knowledge – “we can’t know it all” (say it with me 👏)
-Flatten the hierarchy to increase psychological safety
-Increase the collective curiosity on the team to increase dialogue and stimulate learning
and...
-Normalize gaps in knowledge – “we can’t know it all” (say it with me 👏)
-Flatten the hierarchy to increase psychological safety
-Increase the collective curiosity on the team to increase dialogue and stimulate learning
and...
-Model a #masteradaptivelearner framework of looking up the answer and asking for help when we don’t know
O EFEITO CANTILLON
Por: Gabriel Almeida Braga
Efeito Cantillon: O nome do efeito é uma homenagem a seu desenvolvedor, Richard Cantillon. O efeito diz que ao contrário do que muitos acreditam, os preços não sobem automaticamente após o aumento da oferta de moeda, e muito menos
Por: Gabriel Almeida Braga
Efeito Cantillon: O nome do efeito é uma homenagem a seu desenvolvedor, Richard Cantillon. O efeito diz que ao contrário do que muitos acreditam, os preços não sobem automaticamente após o aumento da oferta de moeda, e muito menos
de forma igual. O que acontece na verdade, é que as pessoas que recebem o dinheiro novo primeiro, terão um aumento temporário do poder de compra, às custas de quem receber por último. As últimas pessoas a receberem esse dinheiro terão uma perda significativa do poder de compra.
Os preços tambĂ©m nĂŁo subirĂŁo de forma igual, como muitos acreditam, já que as pessoas que receberem o dinheiro primeiro irĂŁo gastar com bens especĂficos, o que faz com que alguns bens subam mais que os outros. O grande economista austrĂaco e Nobel em economia F.A. Hayek comparou
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”.
Okay, I think most of my colleagues already know this, but after just seeing a half dozen articles on the importance of "learning styles" in #MedEd, I thought I'd share the following musings. Twitter 🧵, incoming...
It's undeniable that #learners have important individual differences. A few imp't differences are their use of different learning strategies, their goals & emotions, etc.
However, students' "learning styles" or learning preferences are NOT an important difference! #MedEd
However, students' "learning styles" or learning preferences are NOT an important difference! #MedEd
Learning styles "theory" basically says that every individual has a learning style that works best for them. Tons of different models of learning styles have been devised & an entire industry has grown up around these various models w/ most focused on selling measurement tools.
Try to design your #FacDev with the end-user in mind. Be empathetic to their needs, build with them in mind. #AMEE2020
Read here: link.springer.com/article/10.100…
Read here: link.springer.com/article/10.100…
Let's design with deeper empathy. An example of this is the Yilmaz (@YusufYilmazPhD) model of #JustInTime #FacDev
#AMEE2020
#AMEE2020
