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

15 Jun
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!

Today we will be summarizing what we have learned throughout the #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, #Tweetatrician, & #MedStudentTwitter Friends!
2/ I have had an excellent time sharing with you all my approach to #EffectiveQuestions in the clinical setting.

Here is where we have been during this journey.
3/ In the intro we talked about ”pimping” and the psychologically dangerous environment it creates, as illustrated by these drawings in this fascinating study:

pubmed.ncbi.nlm.nih.gov/31084222/
Read 14 tweets
1 Jun
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/ Today we are touching on how to advance reasoning through inquiry. One of the best and most appropriate uses of questions in the clinical setting. Image
3/ Back when this series started, I asked y’all how you use questions in clinical teaching.

Two long-time friends of the @MedEdTwagTeam, @LiangRhea & @GIMaPreceptor left answers that perfectly set up this thread. Image
Read 12 tweets
25 May
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends! Image
2/ This week we continue talking about my favorite uses of questions in the clinical learning environment.

Last week was questions as a needs assessment. Go back and check that out if you missed it.

This week is questions for retrieval practice. Image
3/ Much of today’s thread is derived from a favorite book...Make It Stick: The Science of Successful Learning.

It is very approachable and has super useful content. Today, we will talk about retrieval practice, and briefly touch on spaced learning and interleaving. Image
Read 15 tweets
18 May
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends! Image
2/ This week we start talking about my favorite uses of questions in the clinical learning environment.

First up is, questions as a needs assessment. Image
3/ I was schooled in #MedEdScholarship by @posucsf, Dave Irby, and @bobrien_15 @UCSF.

Like most educators of #HPE, they framed curriculum development for me through the lens of “Kern’s Six Steps”. Image
Read 15 tweets
11 May
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends! Image
2/ Here is where we are in our journey through the world of inquiry as a teaching tool.

Before we get into some methods of effective questioning, I think it is important to spell out what makes a “bad question”.

This is what we will tackle today. Let’s go! Image
3/ Back in our intro, we introduced the idea of ”pimping”. We were unequivocal that we feel this term and practice are bad and have no place in medical education.

Although, we acknowledge there are some who argue otherwise.

pubmed.ncbi.nlm.nih.gov/26647250/
pubmed.ncbi.nlm.nih.gov/25088335/ Image
Read 15 tweets
4 May
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends! Image
2/ Today is Week 2 out of 7 in this series.

Today, we will be covering some general rules about how to ask questions in the clinical learning environment. Image
3/ These are the 8 rules I personally follow. We will get into each one in this thread.

Here are some great papers for more background:
pubmed.ncbi.nlm.nih.gov/32297833/
pubmed.ncbi.nlm.nih.gov/33394663/
pubmed.ncbi.nlm.nih.gov/27541066/ Image
Read 13 tweets

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