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 Image
2/ As a reminder, we are still in our series on inpatient teaching. I typically will teach about notes after rounds. Image
3/ First… in your opinion, how valuable is it for learners to receive feedback from notes?
#MedEd #MedTwitter #MedStudentTwitter
Read 14 tweets
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
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:
Read 14 tweets
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/ 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!
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
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.
Read 13 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/ 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 -
🔥@GStetsonMD’s how to boost teaching with learning objectives -
3/ This week, we cover how to use shared goal-setting to build upon teaching preparation & learning objectives.
Read 18 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/ 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:
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. 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: Image
Read 13 tweets
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. Image
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. Image
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! Image
Read 9 tweets
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!
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.
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.
Read 15 tweets
1/ Formative Feedback? Say whaaaat?

Hey #MedTwitter & #MedEd Friends!

We are the #MedEdTwagTeam back again for another #TweetorialTuesday!

Thanks for joining us!

Follow: @GStetsonMD, @JenniferSpicer4, & @MedEdTwagTeam to stay up to date. Image
2/ Today we are going to be breaking down #FormativeFeedback.

What it is, how we think about it, and how to implement it.

As always, any questions or thoughts, please reply to this thread. We LOVE it! Image
3/ So, what is #FormativeFeedback, you ask?

This is information that is given to a learner that enables them to make needed changes before the end of the course/rotation. Image
Read 13 tweets
1/ You've got feedback to give. But how to deliver it?

Hey #MedTwitter & #MedEd Friends!

We are the #MedEdTwagTeam, back again for another #TweetorialTuesday! 🙏 to all who follow, enjoy, and share!

Follow: @GStetsonMD, @JenniferSpicer4, & @MedEdTwagTeam to stay #UpToDate
2/ We have reached Week 4 in our #Feedback threads.

Last week, @JenniferSpicer4 taught us all about the components of effective feedback, including setting, timing, specificity, frequency, and more.

This week we will talk about the two main methods of feedback “delivery.”
3/ So the two main methods are a “download” and a “dialogue.” What do these terms mean?
Read 14 tweets
1/ Have you ever finished a feedback session as a teacher (or learner) and thought, “Wow, that went really badly?”

I know I have.
As a teacher AND a learner.

This week the #MedEdTwagTeam is providing you w/ a framework to analyze feedback.

To prevent that from happening again!
2/ This week’s @MedEdTwagTeam #MedEd tweetorial focuses on defining the characteristics of effective feedback.

This is Week #3 in our 10-week #feedback tweetorial series.
3/ Here are 6 characteristics of effective #feedback that I want to highlight:

1⃣Setting (psychological & physical)
4⃣Mixture of reinforcing & modifying
5⃣Learner engagement
Read 16 tweets

Have you ever a junior member of your team ask you a question, and you had NO IDEA what the answer was?

Like, literally no clue.
Racking your brain.

Nope, just me?

This week’s #MedEdTwagTeam #ClinicalTeaching topic: Humility.

#MedTwitter #MedEd Image

On my first day as a senior resident, I was terrified that my interns would ask me a question that I didn’t know.
…And they did.

So I said, “I don’t know, let’s look it up.”

And, (not surprisingly) they appreciated that.
Me, admitting my limitations & offering to help.
3/ Honestly, this fear of not knowing things still plagues me.
I have a weird combination of confidence + imposter syndrome.

Some days I feel confident.
Other days I wonder why everyone else is so much smarter than me.

Why can't I remember the names of those famous trials?!
Read 16 tweets
1/ 💭 When should I show up? What if I answer a question wrong? Is my presentation too long? Where’s the bathroom? 💭

Sounds like a case of “New Rotation Jitters”

The Cure - Setting Expectations!

Literally, one of my favorite things 🤓

#MedEd #MedTwitter #MedEdTwagTeam Image
2/ Here is where we are in our journey through the #HierarchyOfTeachingSkills.

Remember that this first level of skills is all about creating #PsychologicalSafety.

If you want to see any of our previous threads, check out the @MedEdTwagTeam account. Image
3/ Setting clear and explicit expectations is a key teaching skill that will pay numerous dividends.

And like much of teaching, there is an art and a science. Image
Read 19 tweets
1/ Intro to #ClinicalTeaching!

Hey #MedEd and #MedTwitter! #TwagTeamBackAgain because it is #TweetorialTuesday! We are the one and only #MedEdTwagTeam.

This is the beginning of our new theme...

🌟Clinical Teaching🌟 Image
2/ This is a super special time of year! A time of transitions.

Pre-Clinical Student ➡️ Clerkships
Clerkships ➡️ Acting Interns
Student ➡️ Intern
Intern ➡️ Resident
Resident ➡️ Fellow?
Resident/Fellow ➡️ Faculty

All of these new roles bring new teaching opportunities!
3/ It is our hope, over these next weeks and months, to give you the tools to THRIVE as a clinician educator in each of these new roles.
Read 14 tweets
1/ For the #MedEdTwagTeam's next phase, @GStetsonMD & I plan to discuss clinical teaching, with tips for all teachers (student to attending!).

First, some questions for you.

Students, residents, & fellows: which of the following holds you back from teaching the most?
2/ For everyone: now think about one of your favorite residents from your clinical rotations. Why were they your favorite resident?
3/ Now think about one of your favorite attendings from your clinical rotations. Why were they your favorite attending?
Read 7 tweets

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