Thread by @gretchemaben

I am so excited for this afternoon’s medical education seminar on “Integrating Evidence-Based Medicine Into Clinical Teaching”! #ATS2022

What is EBM? #ATS2022

First up we have @lkvandev with “An Approach to Efficiently Locating Best Evidence for a Clinical Query.” #ATS2022

Algorithm for retrieving the best available evidence. #ATS2022

Formulating an answerable question. #ATS2022

The best available evidence could be found across multiple levels. #ATS2022

Pragmatic search for the busy educator. #ATS2022

Looking deeper into the results #ATS2022

You can also individually search other databases to make sure you have all the best newest data. #ATS2022

Key resources #ATS2022

Next up is @LauraHinkle18 with “Teaching EBM at the Bedside.” #ATS2022

Why should I bother to develop these skills? #ATS2022

Principles of adult learning. #ATS2022

It’s important for the learner to formulate the question themself. These questions can help your learner formulate their question. #ATS2022

What learners need to know in order to optimally review the literature. #ATS2022

There is a tutorial on how to understand and use MESH terms. #ATS2022

Example of reviewing the literature.
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Help learners to organize and appraise the results by reviewing the evidence hierarchy and providing a structured format for lit review for more novice learners. #ATS2022

Overlap the evidence with specific patient care needs and values.
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Follow the patient outcomes! #ATS2022

Useful reference for this talk. #ATS2022

So how am I going to be better about doing this as an educator? My personal plan:
1.Meet with a librarian to learn to use the tools myself better.
2.Start implementing this type of literature search in my own reading rather than relying on UpToDate.
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3.Teach trainees on service how to use these tools.
4.Set expectations with trainees that this is how they should do a literature search.
5.Model the behavior of using these databases in my own lectures and interactions with trainees.
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And lastly we have @ErinCamacDO with “Integrating EBM Into Clinical Workflows.” #ATS2022

The barriers to implementing EBM at the bedside are just getting worse as patients are older and sicker and there are more of them, not to mention documentation, teaching, and productivity metrics. #ATS2022

Reminder that our learners are constantly experiencing shame and other negative emotions during training, and that leads to a learning shut down! We must be cautious to teach in a positive way that values the learner if we want them to learn!!! #ATS2022

This is what the rounding time breakdown typically looks like. #ATS2022

We would like to shift it to where we have more time for teaching (and ideally squeeze in a sliver for feedback). #ATS2022

So what barriers are there? There is a ton of data gathered before the learning encounter. The more data you can review as the teacher beforehand, the more free your kind can be during rounds to focus on teaching. #ATS2022

Evidence-based solutions include the one-minute preceptor model and the SNAPPS model. The 1MP model does not require the learner to know the model first. #ATS2022

The 1MP model can be used during the patient presentation, but also for EBM learning. #ATS2022

Remember to set expectations for your learners’ patient presentations (these may differ by learner level), and explain what they will receive in exchange (more teaching/feedback time).
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It’s okay to ask them to omit unnecessary data. More advanced learners can be asked to only present relevant info. Med students can be asked to only present new data or active problems, for example.
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PICO + PROOF in the 1MP model
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Example of this. Note that you can add reading resources at the end! #ATS2022

Pro Tips! #ATS2022

What a fantastic helpful talk! I can’t wait to implement this into my own teaching! #MedEd #ATS2022