#UncleBob is a huge @UVA basketball fan and very proud of our coach Tony Bennett. He took these 5 pillars of our program from his dad (also a great basketball coach. These are very applicable to #MedEd# . ,.,. .
1/ HUMILITY: KNOW WHO WE ARE
Never overestimate our abilities, but do not underestimate them either. Humility is not modesty, rather it involves knowing who you are and never pretending to be more. Avoid narcissism.
2/ PASSION: DO NOT BE LUKEWARM
As educators our enthusiasm is contagious. If we are not enthusiastic about teaching, then why are we doing it. When patients have a good outcome we celebrate; when they have a bad outcome, we express our feelings. Learners need both
3/ UNITY: DO NOT DIVIDE OUR HOUSE
We work as teams within a team. A team of learners, teams with nurses, PTs, Pharm.Ds, etc. We must respect all team members and demonstrate the importance of each member from medical student to resident; from nurse to nurse's aide.
4/ SERVANTHOOD: MAKE TEAMMATES BETTER
Our vocation of educating should mean that we will work everyday to help our teammates grow. Education is about growth. If learners grow then we have done our job.
5/ THANKFULNESS: LEARN FROM EACH CIRCUMSTANCE
We learn both from our clinical successes and our failures. We are fortunate when we can grow and help the team grow. Never let a loss multiply. Carefully learn from each error - small or large.
I hope these pillars will mean as much to you as they have come to mean to me. They are great guides for a happy and productive life.
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1/ #UncleBob asks you to consider the implications of the famous Nietzsche quote, “There are no facts, only interpretations” These tweets inspired by following @VPrasadMDMPH
We all interpret data differently weighing the risks & benefits.
2/ How else can one explain competing guidelines? Committees look at the same data and make different recommendations. This is the potential flaw in "evidence based medicine".
Confirmation bias influences all these decisions.
3/ The critical care community developed a very aggressive guideline for early treatment of possible sepsis. The ID community left the joint committee and wrote a strong editorial about the risk of over use of antibiotics secondary to this guideline.
2/ Let's start with confusion. Finding information on this is very non-specific but I think this quote helps: High calcium levels can be a catalyst for neuronal demise, possibly due to glutaminergic excitotoxicity and dopaminergic and serotonergic dysfunction.
3/ But colleagues and learners know that I am most interested in the polyuria. I have taught that hypercalcemia can cause nephrogenic diabetes insipidus, but the mechanism was unclear. Let's review how ADH works and then look at an interesting study that suggests an answer.
1/ #UncleBob on treating metabolic acidosis. First, get this article:
Sabatini, S., Kurtzman, N. (2009). Bicarbonate Therapy in Severe Metabolic Acidosis JASN 20(4), 692-695. dx.doi.org/10.1681/asn.20…
2/ Here is the quick chalk talk.
For increased anion gap metabolic acidosis, treat the underlying cause. Do not give bicarbonate unless you have an extraordinarily low pH (debate whether this is < 7.2 or 7.1 or 7. And with DKA, NEVER.
3/ For normal gap metabolic acidosis ALWAYS give bicarbonate with a goal of ~ 22 for the bicarbonate.
How?
Estimate bicarbonate deficit = 22 - current bicarb
Multiply by bicarbonate space = TBW = 50% wt in kg (+/- 10%)
Deliver a succinct HPI - start with chief complaint - insert RELEVANT PMH as desired. Tell the story chronologically if possible. Include related review of systems, social history, health behavior history, medication list as pertinent.
3/ Stop after HPI and we will discuss the HPI. The goal of the discussion is to improve how each learner tells the story. The goal is complete, yet succinct. Don't give too much information. Avoid redundancy. We call this discussion IMMEDIATE FEEDBACK.
Here is the idea - we have an increased anion gap and want to see if the patient also has either a normal gap metabolic acidosis or metabolic alkalosis. Here are the assumptions:
2/ Expected gap = 11 - 2.5*(albumin -4) but that is hard to remember, so we use a reasonable approximation = albumin * 3.
Example, patient has an albumin of 2.3 so we expect a gap of 7.
3/ Second assumption - the increased anion gap has replaced bicarbonate. - thus treating the gap will restore bicarbonate
2/ Two numbers in the A-a gradient are variable: atmospheric pressure and RQ. The atmospheric pressure in Birmingham is around 745 rather than the 760 we normally use. If you plug that into the equation the A-a gradient decreases to ~2. So that does not explain it.
3/ The big variable is the respiratory quotient. What is the respiratory quotient: "Respiratory quotient, also known as the respiratory ratio (RQ), is defined as the volume of carbon dioxide released over the volume of oxygen absorbed during respiration. "