Geoff Stetson, MD Profile picture
Jun 8, 2021 12 tweets 8 min read Read on X
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, #Tweetatrician, & #MedStudentTwitter Friends! Image
2/ This is our last specific topic in the #EffectiveQuestions series, and it is a favorite!

Today is about how to leverage the power of prediction to engage your trainees and enhance their learning. Image
3/ Today’s thread is based on Chapter 2 from #SmallTeaching.

I love this book by @LangOnCourse. It is right up there with #MakeItStick and #HowLearningWorks, IMHO.

Really digestible, and the information can be applied to your practice the following day. Image
4/ Much of what @LangOnCourse describes is how to apply the science of learning to the classroom setting. However, it applies just as easily to the clinical setting.

My favorite idea from this book is: making a prediction about how something may evolve or result.
5/ We do this all the time when we ask learners to “put their nickel down.”

We are asking them to commit to a potential diagnosis, or plan of action, before they get feedback from either their patient, their supervisor, laboratory/imaging results, clinical data, etc.
6/ Generating a prediction does a few things to improve learning from an emotional & cognitive standpoint: Image
7/ @LangOnCourse has a great analogy: Image
8/ Below are some examples of prediction questions. As you can see, a prediction can be made about a lot of things we do in clinical care. What other predictions do you like to make with your learners? Image
9/ After a prediction, & you find out if you were right or wrong, it is vitally important to reflect on the outcome of the prediction.

Were you right? Was it because you reasoned correctly?

If you were wrong, what about your current understanding led to an incorrect guess? Image
10/ The reflection/feedback should come as close to the prediction as possible. Wrong predictions are very effective at facilitating learning, as long as they are not allowed to hang around by going uncorrected.
11/ I hope you enjoyed this thread as much as I enjoy using this technique.

I find prediction to be a fun, low-stakes way to stimulate learners’ curiosity, and get them prepared to understand their patients’ clinical problems more deeply. Image
12/ This is the last topic week in the #EffectiveQuestions series. Next week will be a summary of what we have covered.

The week after that, my #MedEdBFF @JenniferSpicer4 will introduce our next theme.

Make sure you are following me, Jen, & the @MedEdTwagTeam.

Tweet you then! Image

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More from @GStetsonMD

May 17, 2022
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…
Read 14 tweets
Apr 19, 2022
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?

Welcome back to #TweetorialTuesday from the @MedEdTwagTeam. Special S/O to our #MedEd & #MedTwitter friends!
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.

But check out this definition here:
Read 11 tweets
Apr 5, 2022
1/ Welcome back to another edition of #TweetorialTuesday from the @MedEdTwagTeam. Special S/O to our #MedEd & #MedTwitter friends!

Over the last two weeks we have laid out the WHY and the WHAT of teaching communication. Today is the HOW. Let’s go!
2/ For refreshers on the WHY and WHAT, check out these previous threads from:
@JenniferSpicer4 (WHY) –
@GStetsonMD (WHAT) –
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
Read 12 tweets
Mar 29, 2022
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

Read 16 tweets
Nov 16, 2021
1/ It is near the end of your time on inpatient service and it has been BUSY!

Spirits are high, but folks are tired.
You want to make sure rounds are high-yield, but how to focus their energy?

Welcome back #MedTwitter & #MedEd for another #TweetorialTuesday from @MedEdTwagTeam!
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.
Read 13 tweets
Sep 28, 2021
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!
2/ Welcome back, #MedEd and #MedTwitter friends, for another exciting week of learning from the @MedEdTwagTeam.

For orientation, we are still in our foundational skills section of #InpatientTeaching.
3/ Every resident who rotates with me leaves my team knowing why learning objectives (LOs) are important, how to make them, and how to apply them.

LOs provide structure to all didactic content, and IMHO, are the single most useful tool to power up your teaching.
Read 15 tweets

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