Geoff Stetson, MD Profile picture
Apr 19, 2022 11 tweets 6 min read Read on X
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:
4/ What I like about the previous definition is “a wise word or statement.” This suggests that the ideal approach to dropping pearls is short, pithy, and to the point. That is not always how “dropping pearls” goes in my experience.
5/ What I often see when a student, intern, resident, or junior faculty gets excited about a topic is they start teaching without a clear plan of what salient points they want learners to take away. It’s good information. it just isn’t organized, grounded, primed or timed well.
6/ Being able to create learning objectives is key to taking excitement about a topic and organizing it into effective and meaningful teaching. We have talked about learning objectives before. Check out the previous thread here:
7/ Next, you need to grab the audience’s attention. Tell them the learning objective you plan to meet and why that is relevant to the patient you are seeing on rounds. This grounds the content and primes the learners’ brains for incorporating the new information.
8/ Lastly, we are on rounds. Time is incredibly valuable. Being succinct & clear in what you are teaching is key to respecting everyone’s time, which allows them to focus on you. Decide how long it will take to teach your pearl (shorter is better) & announce it before you start!
9/ When learners don’t know how long learning is going to take, they zone out FAST! If you tell them, “I’ve got 2 minutes of teaching on MRSA bacteremia,” they’re probably thinking, “2 minutes?!? I can spare 2 minutes,” and you get undivided attention. But, you must stick to it!
10/ It will surprise no one on #MedEd Twitter that @LekshmiMD modeled this perfectly. Picture baby intern Geoff on Dr. Santhosh’s team when she was a junior resident. She did something she called Two-Minute Teaching at the Top (or TTT). Here is what she did and why it worked:
11/ Thanks for joining us to pick up some pearls about dropping them. Next week, @ChrisDJacksonMD is gonna keep this pearl train going but with an Evidence-Based Medicine (EBM) twist.

And make sure you are following the rest of the @MedEdTwagTeam @JenniferSpicer4 @YihanYangMD!

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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 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
Aug 31, 2021
1/ Merry #TweetorialTuesday to all our #MedEdTwagTeam, #MedEd, and #MedTwitter friends!

Today we will be chatting about how to fit in teaching when on an #InpatientTeaching service.
2/ As @JenniferSpicer4 outlined two weeks ago, we are going to structure our upcoming content in terms of different times when teaching can occur.

However, today is going to be an overview of structuring one’s day, and is part of our foundational skills section.
3/ And, as with all #MedEd, what I do will NOT translate directly to your practice, as learning contexts are so unique and specific. However, the big ideas and concepts are transferrable.
Read 14 tweets

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