Discover and read the best of Twitter Threads about #learnercentered
Most recents (2)
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
1/
Have I ever told y’all how much I loooove to give #feedback?
Here’s why:
1. It adds meaning to my work in #MedEd.
2. It honors the learners and the patients.
3. It informs my final evaluations.
4. It improves the learning climate.
5. It's necessary.
*Shout out to #2.
Have I ever told y’all how much I loooove to give #feedback?
Here’s why:
1. It adds meaning to my work in #MedEd.
2. It honors the learners and the patients.
3. It informs my final evaluations.
4. It improves the learning climate.
5. It's necessary.
*Shout out to #2.
2/
I know lots of experts have written and presented great stuff on this. But if #medtwitter has taught me nothing else, it's that we can always add new ways to look at stuff.
Right?
So with that, here’s my practical approach to feedback on the wards and in clinic. Ready?
I know lots of experts have written and presented great stuff on this. But if #medtwitter has taught me nothing else, it's that we can always add new ways to look at stuff.
Right?
So with that, here’s my practical approach to feedback on the wards and in clinic. Ready?
3/
Okay, so 1st, let’s quickly revisit how feedback was defined in Ende’s classic paper:
“an informed, nonevaluative, objective appraisal of performance intended to improve clinical skills”
(Ende J. Feedback in clinical medical education. JAMA. 1983;250:777–781)
Cool? Cool.
Okay, so 1st, let’s quickly revisit how feedback was defined in Ende’s classic paper:
“an informed, nonevaluative, objective appraisal of performance intended to improve clinical skills”
(Ende J. Feedback in clinical medical education. JAMA. 1983;250:777–781)
Cool? Cool.
