1/
#AmazingGrady, Day 9
“How do you want to do Saturday?”
That’s the question I often get from the senior resident on those days when the students and interns are off--when it’s just the 2 of us.
A little less formal.
A little more chill.
Easy-peasy, man.
What to do?
#AmazingGrady, Day 9
“How do you want to do Saturday?”
That’s the question I often get from the senior resident on those days when the students and interns are off--when it’s just the 2 of us.
A little less formal.
A little more chill.
Easy-peasy, man.
What to do?
2/
Off days for interns are usually non-admitting days. Barring any curveballs, things are usually pretty laid back.
Options:
1. Run the list +
2. Divide and conquer and/or
3. Quick management rounds #together.
And, for the most part, this usually works out fine.
Off days for interns are usually non-admitting days. Barring any curveballs, things are usually pretty laid back.
Options:
1. Run the list +
2. Divide and conquer and/or
3. Quick management rounds #together.
And, for the most part, this usually works out fine.
3/
I often ponder what more I with this one-on-one time. Of course, it’s great for #directobservation so there's that.
But in what else?
Well. Whenever I ask residents about THEIR goals, they often mention wanting to REALLY grow as teachers and leaders.
Hmmmm. . . .
I often ponder what more I with this one-on-one time. Of course, it’s great for #directobservation so there's that.
But in what else?
Well. Whenever I ask residents about THEIR goals, they often mention wanting to REALLY grow as teachers and leaders.
Hmmmm. . . .
4/
So I asked myself:
What creative things can I do with this one-on-one time with my senior resident to help them grow as a teacher and leader?
Hmmm. . . .
Whatever it is must involve:
*observation
*feedback
*more observation
*even more feedback
But how?
So I asked myself:
What creative things can I do with this one-on-one time with my senior resident to help them grow as a teacher and leader?
Hmmm. . . .
Whatever it is must involve:
*observation
*feedback
*more observation
*even more feedback
But how?
5/
*NERD ALERT*
OMG! Let me tell y'all about last Sunday!
First, let me say that this PGY2 is proficient with medical management and patient care which allowed us to do this. After firming up our management plans, we did this fun exercise. . . .
Like to hear it? Here it go!🤓
*NERD ALERT*
OMG! Let me tell y'all about last Sunday!
First, let me say that this PGY2 is proficient with medical management and patient care which allowed us to do this. After firming up our management plans, we did this fun exercise. . . .
Like to hear it? Here it go!🤓
6/
Okay, so check it:
The day before, I tasked her with preparing 3-4 teaching scripts. Rules: Each should be no more than ~3 min(suitable for rounds) and appropriate for the learners. For each script, I would take on the role of a different type of learner.
Bwah ha haaaa
Okay, so check it:
The day before, I tasked her with preparing 3-4 teaching scripts. Rules: Each should be no more than ~3 min(suitable for rounds) and appropriate for the learners. For each script, I would take on the role of a different type of learner.
Bwah ha haaaa
7/
Levels:
M3
M4
PGY1 in July
PGY1 in May
Wild card
Types:
High performer
Disengaged
Super inquisitive
Knowledge gaps
Solid learner
And wild card (of course!)
Yup.
I responded to her teaching and queries as one of these learners would. . . .
Not kidding.
Levels:
M3
M4
PGY1 in July
PGY1 in May
Wild card
Types:
High performer
Disengaged
Super inquisitive
Knowledge gaps
Solid learner
And wild card (of course!)
Yup.
I responded to her teaching and queries as one of these learners would. . . .
Not kidding.
8/
OH!
Before we began, we talked about some pro-tips on clinical teaching. Of course, I had to go back to #myfavemededpaper by @Broy3445, @medrants:
ncbi.nlm.nih.gov/m/pubmed/22722…
And you can NEVER go wrong with Jeff Wiese’s Clinical Teaching Scripts for Inpt Medicine, right?🤓
OH!
Before we began, we talked about some pro-tips on clinical teaching. Of course, I had to go back to #myfavemededpaper by @Broy3445, @medrants:
ncbi.nlm.nih.gov/m/pubmed/22722…
And you can NEVER go wrong with Jeff Wiese’s Clinical Teaching Scripts for Inpt Medicine, right?🤓
@Broy3445 @medrants 12/
Almost forgot!
Our @EmoryDeptofMed #HospitalMed Chief @dan_p_hunt_MD taught me about something called “the tee shot"--where you think carefully about how you START your teaching. Sindhu and I practiced our “tee shots” as a way to keep things unpredictable and fun.
So fun!
Almost forgot!
Our @EmoryDeptofMed #HospitalMed Chief @dan_p_hunt_MD taught me about something called “the tee shot"--where you think carefully about how you START your teaching. Sindhu and I practiced our “tee shots” as a way to keep things unpredictable and fun.
So fun!
@Broy3445 @medrants @EmoryDeptofMed @dan_p_hunt_MD 13/
Tee shot examples:
Socratic questioning for one patient
Hypothetical case for another
An image on your cell phone for another
Shaking up the “tee shot” really adds to a teaching script.
And keeps learners more engaged because they don't know what to expect!
Mmm hmmm.
Tee shot examples:
Socratic questioning for one patient
Hypothetical case for another
An image on your cell phone for another
Shaking up the “tee shot” really adds to a teaching script.
And keeps learners more engaged because they don't know what to expect!
Mmm hmmm.
@Broy3445 @medrants @EmoryDeptofMed @dan_p_hunt_MD 14/
2 days later, we had a real performance with her teaching scripts. This time, the students and interns were there. Sindhu lined up her tee shots and was intentional about every aspect of her clinical teaching.
AND she did it with SWAG!
Why? 'Cause she had mad skills!
2 days later, we had a real performance with her teaching scripts. This time, the students and interns were there. Sindhu lined up her tee shots and was intentional about every aspect of her clinical teaching.
AND she did it with SWAG!
Why? 'Cause she had mad skills!
@Broy3445 @medrants @EmoryDeptofMed @dan_p_hunt_MD 15/
Immediately after rounds, we debriefed again. I gave more feedback. And pushed her some more.
Yup.
Listen: NOTHING is cooler than seeing a learner in a zone of development. It’s also great to do something so meaningful with time that I never saw as a “time to teach.”
Immediately after rounds, we debriefed again. I gave more feedback. And pushed her some more.
Yup.
Listen: NOTHING is cooler than seeing a learner in a zone of development. It’s also great to do something so meaningful with time that I never saw as a “time to teach.”
@Broy3445 @medrants @EmoryDeptofMed @dan_p_hunt_MD 16/
My last reflection on this about how much I learn whenever residents are given the floor to really, truly teach. I add new styles to my arsenal. I learn new literature and gain medical knowledge.
And I grow as an learner just from observing.
'Cause they have MAD SKILLS!
My last reflection on this about how much I learn whenever residents are given the floor to really, truly teach. I add new styles to my arsenal. I learn new literature and gain medical knowledge.
And I grow as an learner just from observing.
'Cause they have MAD SKILLS!
@Broy3445 @medrants @EmoryDeptofMed @dan_p_hunt_MD 17/
Sure. Role-playing an M3 on a Sunday may not be your jam. But mostly I'm realizing how much we can do with intention + creativity in #meded.
Yup.
Oh—and in case someone wondered how long this all took? No more than 1.5 to 2 hours.*
*And that included running the list.👊🏾
Sure. Role-playing an M3 on a Sunday may not be your jam. But mostly I'm realizing how much we can do with intention + creativity in #meded.
Yup.
Oh—and in case someone wondered how long this all took? No more than 1.5 to 2 hours.*
*And that included running the list.👊🏾
