Have to say something about the #MedBikini paper. I run the professional identity formation course for my institution. My intentions in the course are to pull back the curtain on the #HiddenCurriculum, and empower students to reframe what #professionalism should look like.
Framework for the course is the seminal @AcadMedJournal paper from Cruess et al. from 2015 (👀👇).
#MedBikini authors have done so much damage, but to me, they have really laid bare what being socialized into the profession of #VascularSurgery really looks like.
This paper should prove great fodder for my class (thanks, but no thanks).
But really, it has just set medicine, and especially surgery, back decades. Love all the women speaking up on #SoMe. Just trying to do my part, #heforshe.
1/ Attending: “Sam, what is the level of bilirubin at which scleral icterus is noticeable?”
Sam thinking: [1. I can make a guess, but 2. Who cares?]
Seem like a familiar scenario? Let’s help this attending ask a better question.
2/ Whether it is in the team room, or at the bedside, asking questions of learners is a skill that requires intention, preparation, and execution. These best practices were a topic I covered a while back, so this will be a refresher.
3/ These were all the topics that were covered in that series. Each individual thread can be found here: twitter.com/i/events/13982…
1/ You just admitted a patient with some really interesting pathology. You want to teach about it tomorrow on rounds. You know it is gonna be a busy day. What’s the plan?
2/ We are still in this “during rounds” section of our inpatient teaching block. Rounds are the CLASSIC time to drop pearls. But, doing it well takes thought and preparation.
3/ What does it mean to “drop pearls”? It refers to pearls of wisdom, and many of us think of some stately professor emeritus waxing poetic in a case conference.
3/ And like the previous threads, much of this content comes from this book (Chapter 16 for this thread) by @DrCalvinChou & @LauraCooleyPhD of @ACHonline. It is a foundational book that is extremely readable and applicable. Well worth your time: CommunicationRx.org
1/ We can’t always treat. We can’t always cure. But we can always support & care with good communication.
Welcome back to our #MedEd & #MedTwitter friends! Today we lay out some foundational skills of communication that you can help your learners to hone under your tutelage.
2/ As we continue to focus on inpatient teaching, we are still in the section that homes in on opportunities during rounds. Especially when rounds are done at the bedside this is a perfect time to practice communication skills.
3/ Last week, @JenniferSpicer4 helped us all to grasp WHY it is important to spend time teaching communication skills:
⬆️Health outcomes & patient experience
⬇️Cost of care
⬆️Clinician experience
2/ This week, I will share tips on how to use questions to get ”the wheels turning” for your learners before rounds.
In just a few minutes, this focuses energy, engages team members in the cases they may not be following, and enhances bedside learning for everyone.
3/ Today’s 🧵 harkens back to one I posted about ”prediction questions”.
Inspiration: #SmallLearning from @LangOnCourse. It is tremendous, with a lot of useful ideas that can be applied in the classroom or clinical setting. FYI - 2nd ed just came out.
1/ Learning objectives? For serious?!? 🤔
Aren’t those for boring pre-clinical lectures?
Are they even necessary? I seem to get by just fine without them.
You may get by fine but knowing how to use learning objectives will take your game to a new level. Let's go!