🙏 @ShreyaTrivediMD! Fascinating questions. My answers: 1. #Hesitations - Two things...
A. Already distracted by phone (email, texts, etc.). Will Twitter make it worse? Answer, yes. However, I try to limit my interactions to specific times, and turn off notifications.
However, can speak about issues, just not parties or candidates.
However, #45 doesn't care about Hatch Act. Should I?
2. My most meaningful collaboration in my career has come via #MedTwitter. @JenniferSpicer4 and I noticed similar ideas and content from each other, then set up 1 meeting, and @MedEdTwagTeam was born. We have never met in person, but have collaborated weekly for months now!
3. The sharing of ideas, the connections and collaborations, and the warmth and support of the community. People talk about #TwitterTrolls, but #MedTwitter has carved out a nice niche with very few negative vibes. Just good people sharing with, and caring about, each other.
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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!