Thread by @RGottliebSmith

1/
What's the best strategy for effective - and time efficient - teaching in clinic?

A 🧵 for 4⃣ teaching strategies when 🕗 is limited (& how they might be used in #neurology)

#MedEd #NeuroTwitter

pubmed.ncbi.nlm.nih.gov/18276715/
pubmed.ncbi.nlm.nih.gov/29383053/

2/
1⃣ One-minute preceptor (initially called: 5-step microskills)
pubmed.ncbi.nlm.nih.gov/1496899/

5 steps & examples 👇

Pros:
✅ Assess learner's knowledge
✅ 👍 & constructive feedback "built in"
✅ Clinical reasoning
✅ Good for novice learners

Cons:
⛔️ "1 min" is a bit unrealistic

3/
2⃣ SNAPPS
pubmed.ncbi.nlm.nih.gov/14507619/

Pros:
✅ Very learner-driven
✅ Aligns well w/ traditional presentation model
✅ Clinical reasoning

Cons:
⛔️ May not work as well for novice learners

4/
3⃣ SPIT

Pros:
✅ Fast
✅ Broaden DDx
✅ In addition to traditional serious & probable lists, this emphasizes treatable
(A few of many examples in #childneurology: SMA, tidebc.org, P5P-dependent epilepsy)

Cons:
⛔️ Not as robust a model, but can be combined

5/
4⃣ Aunt Minnie
pubmed.ncbi.nlm.nih.gov/9988240/

Pros:
✅ Pattern recognition
✅ Requires learners to commit

Cons:
⛔️ May promote snap judgments
⛔️ I can't see this working as well with longer histories

6/
SUMMARY

4 models of teaching when time is limited:
1⃣ One-minute preceptor: probing Q's
2⃣ SNAPPS: learner-driven
3⃣ SPIT: serious, probable, interesting, treatable
4⃣ Aunt Minnie: pattern recognition

7/
So which strategy do you think is best?

(Another suggestion? Comment 👇!)