1/ Creating a Safe Psychological Space in #MedEd – a 🧵
Yesterday, I wrapped up a month working with Dr. @DestinyRoseman as she participated in the teaching elective I run for the @UCSF Internal Medicine Residency.
Here is us "Zooming" 👇
2/ She is the first learner for my sixth year running this program. It is one of my favorite parts of my job.
One of the activities I do with my learners is a journal club.
We read seminal #MedEd literature & stuff that is hot off the presses, then discuss our takeaways.
3/ It's something I started about a year ago for a few reasons:
1⃣ Keep up on the literature & continue to grow as an educator
2⃣ Learn about these issues from the perspective of a learner
3⃣ Make myself accountable to someone else to make sure I actually do it! (cheat code)
4/ Yesterday, we were talking about creating psychological safety on a team.
Me: I have approaches to feedback, asking questions, rapport-building, etc. for which the foundational principle is to create psychological safety on the team.
5/ Me continued: But, I don’t know if I have an overarching approach to psychological safety itself.
Dr. DR: Hmmm…
(I could see the wheels turning)
We moved on to a different topic.
A few minutes later…
Dr. DR: Want to know how you created safety for me on this rotation?
6/ Dr. DR:
1⃣You told me you were really excited to work with me & that you love this part of your job.
2⃣You told me I would be uncomfortable. You told me I would be in my “stretch zone”, but not in my “crisis zone”.
7/ Dr. DR continued:
3⃣You told me I would make mistakes, I would learn, and that’s what this rotation is all about. This made me feel safe.
Second, here's what Dr. DR taught me:
1⃣ Learners appreciate your enthusiasm
2⃣ Normalize mistakes and frame them as learning opportunities
3⃣ The #GrowthMindset...Oh how I love thee
9/ Think about what Destiny said...
I told her, EXPLICITLY, that my intentions were to make her uncomfortable, and to make her stretch, and this made her feel safe.
I am an unabashed fan of the #GrowthMindset, and Dr. DR embodies that.
10/ Dr. DR was a high jumper in college.
This month, she was going for her personal record in the #MedEd High Jump.
My job was to set the bar for her, encourage her, and be the cushy mat she got to fall back on as she strived to reach her goal.
11/ In case you were wondering, she set a new PR, but she ain't done...
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!