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1/A new study shows sputum & fecal specimens PCR+ for SARS-CoV-2 even after NP samples are negative

Thx @EmoryMedicine M3s Shubham Patel & @an_xiao_ (creators), MS4 Caroline Coleman (editor) & @EmoryDeptofMed ID fellow @Dr_AmyKacin (peer review)
#EducationInTheTimeOfCOVID
2/ A major limitation of this study is that it detects nucleic acid via PCR, which doesn't necessarily indicate the presence of LIVE virus.
3/ Here's the link to the study in @AnnalsofIM :
annals.org/aim/fullarticl…

And the link to our #EmoryID fellows' scholar blog with other literature summaries and visual abstracts & infographics created by our medical students.
scholarblogs.emory.edu/covid19roundup/
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More from @JenniferSpicer4 see all

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Jennifer Spicer
@JenniferSpicer4
1/
This week’s #MedEd #Tweetorial will focus on #LearningStyles. Courtesy of my @uicdme coursework with @mededdoc

What are learning styles?
Is there evidence to support them?
Should we tailor our teaching (or learning) to them?

Let’s get started.
@uicdme @mededdoc 2/

What are learning styles?

This article by Pashler et al (doi.org/10.1111/j.1539…) defines learning styles as

“the view that different people learn information in different ways”
@uicdme @mededdoc 3/

To most of us, the concept of learning styles makes intuitive sense.

One popular model (by Dunn and Dunn) includes the concept of “modality preferences” where individuals prefer that information appeals to one of the senses: auditory, visual, tactile, or kinaesthetic.
Read 16 tweets
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Jennifer Spicer
@JenniferSpicer4
1/20

For this week’s #MedEd #tweetorial, I’m going to share one evidence-based learning principle we can use to improve our teaching (and learning) by helping our students (and us) retain information (and do well on those pesky board exams).

Let’s get started.
2/20

Typical classroom instruction involves listening to a lecture, studying content at home, & taking a test to show knowledge.

The problem: The “testing” part actually results in the best learning, yet students often don’t get the opportunity to review/discuss their answers.
3/20

Tests force us to retrieve information from our brain. This process of retrieval builds connections making it easier to access the info again.

Think of it as pulling a file out of a file cabinet; the more you do it, the more easily you remember the info & where to find it.
Read 21 tweets
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Jennifer Spicer
@JenniferSpicer4
For my 1st #MedEd #Tweetorial, I’m going to discuss cognitive load theory and its implications for our teaching in the classroom & clinical setting.

Here’s a great reference for anyone interested in learning more from @AMEE_Online & @MedTeachJournal:
doi.org/10.3109/014215…
@AMEE_Online @MedTeachJournal 1st, a definition:

Cognitive load = the amount of mental energy that it takes to learn new information or perform a task.

Cognitive load theory proposes that we have a limited amount of mental energy available, and optimizing it makes it easier for us to function.
@AMEE_Online @MedTeachJournal Cognitive load theory identifies 3 components of cognitive load:

1. Intrinsic load
2. Extraneous load
3. Germane load

These components can be altered to make a task easier or harder to perform.
Read 17 tweets

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