My (preaching to the choir) 🔥 take: digital educational skills -- whether teaching on #MedTwitter, podcasting, or making videos -- are essential #meded skills for the 21st century. And we can teach these to future educators.
We ended up integrating our curriculum into a pre-existing one-to-two week Senior Teacher rotation, which had two great benefits:
1⃣MUCH easier to get off the ground
2⃣Stressed that traditional educational principles are transferable for teaching digitally
There is SO MUCH in digital education. What do you teach‽ Shreya and I performed a needs assessment (focus groups) and found that the most commonly-used educational materials were podcasting, Twitter, and infographics.
But this might change, so you have to continuously assess
Because of time limits (podcasting takes⌛️), we focused on infographics and Tweetorials. Residents get a 3 hour skills curriculum then hands-on coaching in drafting, editing, and finally a peer-review process (through us and expert reviewers)
We’ve been shocked at the reach of some of our learners. @JennyShihMD made this amazing Tweetorial on treating fevers (reviewed by @AvrahamCooperMD) which received almost 150k impressions!
We’ve learned a lot along the way. IMO what makes digital education special is that it takes place in a virtual community. You don’t just “put something out there” -- your teaching is intertwined with the community. Navigating that takes skill, which we’re trying to teach.
We’re also trying to train and recruit faculty experts. In fact, @StaciSaundersMD had never made visuals before this, and now she’s a pro!
This year, we’ve recruited a larger group of digital education experts at BIDMC like @jlberrymd and @swinndong.
There’s no question that digital education is the future of #meded -- podcasts and videos are already more popular than textbooks for our residents (source: pubmed.ncbi.nlm.nih.gov/33506391/).
We *all* need to learn this stuff.
So if you’re interested in launching a digital education curriculum at your own institution, feel free to reach out to any of us! (and the paper’s not open access, so if you need the PDF feel free to DM or e-mail as well).
This is a future I'm excited to build together!
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✅A listener of @BedsideRounds?
✅A medical student at a US or Canadian medical school?
✅Interested in medical history, philosophy, and epistemology?
And then question 2:
✅Do you want to collaborate on a research project?
If so, 🧵⬇️
First, some details! Over the past six years, I've made a lot of podcasts (some of them better than others), and I know they're being used for teaching at medical schools across the country.
The subjects that I cover -- history, epistemology, diagnostic reasoning, philosophy -- are generally not part of medical school curricula, or are only briefly touched (though there are amazing electives).
Why do we use godawful blue-background-with-bright-yellow-text for medical school lectures?
A 🧵on magic lanterns, darkrooms, path dependence, and “things we do for no reason”
👇
Projecting images is quite old, dating back to the 18th century with images painted directly on glass plates -- a magic lantern. During the Spanish Flu, the Surgeon General toured with a magic lantern with information on the pandemic.
As an aside, the @mfaboston had an amazing exhibit pre-pandemic called Phantasmagoria, showcasing magic lanterns and horror shows in particular. This demonstration (not a magic lantern BTW) on animalcules in the Thames was my favorite
@COREIMpodcast Interesting thread, though some very common misconceptions about "primum non nocere" are present here. First do no harm is not in the Hippocratic Oath at all, and the "non-malfeasance" present in oath would likely make most modern doctors squeamish.
@COREIMpodcast It has diktats against performing abortion, and against physician-assisted suicide. Even the commonly cited "do not cut for stone" isn't because of preventing harm, but suggesting that a lithotomist do it.
It’s time for another #histmed Tweetorial -- this time I'm going to talk about the pesky definition of a fever, and where the 98.6 F average body temp came from!
Full disclosure: will use C AND F for temp, but no K or R.
FYI this is a complementary Tweetorial to @tony_breu's amazing one on why we have night sweats
A 29 year-old woman presents with a week of cough, myalgias, and chills. Her temperature is 99.9 F (37.7C). She tells you, “This is a fever for me because I run low.”
It's time for me to channel my inner @tony_breu -- which means it's Tweetorial time!
So let's talk about azotemia (elevated blood urea nitrogen) after an upper gastrointestinal bleed!
It’s a well-known phenomenon on the medical wards that after an upper gastrointestinal bleed, the blood urea nitrogen will rise considerably more than the creatinine. In fact, it’s a common teaching “pearl”
Time for a Tweetorial! Though this will only be partially #histmed and mostly about philosophy. Inspired by @chrischiu -- so let’s talk about Occam’s Razor and Hickam’s Dictum!
But before we get going, let’s start with a little pre-test. Case #1. A young man presents with acute onset of severe fevers and chills, rhinorrhea, headache, confusion, and neck stiffness. What does he have?
And case #2, a middle aged woman presents to clinic with a nocturnal cough which she has had for a number of years. What is the most likely diagnosis?