Anand Jagannath Profile picture
May 3, 2022 10 tweets 6 min read Read on X
#Medtwitter, last week I posted about a talk I gave on teaching #clinicalreasoning

As promised, the accompanying #tweetorial

Come explore with me!
1/10
I described a gap between DOING and TEACHING reasoning

All of us DO reasoning every day

TEACHING what we DO is hard unless we
✔️have vocabulary to describe it
✔️know how to describe a process
✔️are ok being vulnerable in front of others
2/10
How do we make an invisible process (reasoning), visible?

Step 1: use specific words to describe steps to the cognitive process:

Problem representation
Schema
Illness scripts

Speaking these words signals their importance to your learners - use them!
3/10
Step 2: engage in a Cognitive Apprenticeship

An evolution of the traditional apprenticeship, CA emphasizes narrated thinking in many forms to develop reasoning skills

Not unique to medicine, but applicable

Many techniques within CA - these 3 are money
4/10
Applied to teaching reasoning:

💥Thinking aloud shows how reasoning happens
💥Coaching lets you observe and give real-time feedback
💥Reflection helps build plans for improvement

🎩@jackpenner for teaching me🙏🌹

💡more on CA: pubmed.ncbi.nlm.nih.gov/25800294/
5/10
Step 3: Intellectual Streaking!!

Drs. Bearman and Molloy teach that I.S. is the way we expose uncertainty to our learners to model growth

@LiangRhea made me aware of this term 🙏🌹
@CPSolvers builds their culture around it ("I don't know!")❤️
6/10
Becoming comfortable with being UNcomfortable is how we go from projecting our uncertainty on our learners to showing learners how WE find and fill our gaps in knowledge and reasoning
7/10
The gap between DOING and TEACHING reasoning is understandably large, but by remembering that reasoning is a process, we can take steps to define, shrink, and even bridge that gap
8/10
Taking a page from @gradydoctor's book, so much gratitude for these humans for giving me opportunity and trust, role-modeling excellence, and teaching me new things. You are all gems 🙏🌹❤️
9/10
For more, including inspiration behind the title and some worked examples, I'm happy to give the full version of this talk in-person or remotely!

Thank you, #Medtwitter!
10/10

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More from @AnandJag1

Apr 2, 2022
Yesterday, I discussed a pt who had subacute chest pain and dyspnea w/a group of learners

A pivot point in the case gave me some insight into the process of teaching reasoning

I'd love to share my experience #medtwitter #teachdx 1/
The patient's pain was pleuritic. Dyspnea, exertional. Symptoms worsening. Other history, sparse. The exam yielded signal:

Tachycardic, tachypneic, hypoxic, speaking short sentences, quiet lung bases

A dx and rx path was forming 2/
Heart and lungs were on the mind. The group wanted a CXR, so did I.

Pleural effusions, great
Atelectasis, yes
Enlarged cardiac silhouette...hmmm

'What do you think?', I asked.

'Echo!', 'CT thorax!', they replied.

Fantastic I said...but why? 3/
Read 10 tweets
Jul 1, 2020
I recently discussed Chalk Talks with our newly minted @ucsdim R2s.

Until now, I’d never been, “meta” about this valuable teaching tool and thought I’d share what I learned from reflecting in a #tweetorial

Come explore with me #medtwitter! 0/14
1/#meded chalk talks typically deliver FOCUSED teaching in a short amount of time. While venues vary, we’ve probably encountered them in conference, rounds, or in the afternoon post-rounds/lunch.

Where have you encountered chalk talks most frequently?
2/First some general thoughts:

-Keep them short: limit yourself to <10 mins. On rounds? <2 minutes
-Tools: a sheet of paper or a dry erase marker in your pocket
-Bite-sized: even 1 or 2 pearls works! More later (s/o #BSTMode)
-Patient-focused: more engaging
Read 14 tweets
May 26, 2020
My team recently asked WHY we give Fe to pts with HFrEF+anemia.

First answer: b/c someone told me so
Better answer: let me get back to you on that

Let’s explore and try to understand, #medtwitter #medstudenttwitter 0/14
1/First off, it helps to review a general schema for anemia.

Blood loss, decreased production, increased destruction

So, why are patients with HFrEF anemic?
2/Controlling for other co-morbids or meds that can lead to blood loss and destruction, it turns out that ↓RBC production drives anemia in HFrEF.

Why?
Read 17 tweets
Apr 18, 2020
Hey #medtwitter, #medstudenttwitter, let’s re-visit the topic of Polycythemia!

I saw a number of patients with polycythemia recently, so for this #tweetorial, we’ll look at it from a generalist’s perspective and describe a schema algorithmically. Let’s go!
1/First, let’s remind ourselves that polycythemia itself isn’t a diagnosis. Like many things, it is a condition with an underlying cause.

How we define polycythemia:
-Male: Hb>16.5 g/dL, Hct>49%
-Female: Hb>16.0 g/dL, Hct>48%
2/But wait! Remember that a one-off value won’t cut it. Tempo and delta are key to dx.

Look back in the chart. Is this new or a trend? If new, make sure you check at least one additional Hb AND make sure to account for potential hemoconcentration.
Read 13 tweets
Feb 19, 2020
“Doc, I feel weak all over”

This chief concern came up many times in the past couple weeks on wards and in @hdx case editing.

So I asked, why do people feel weak?

#Medtwitter, join me while I scheme(a) on “generalized” weakness...
@hdx 1/
First: does the patient just FEEL weak (subjective), or do they have TRUE weakness (objective)?

Many things can manifest with a subjective feeling of weakness without actually affecting objective muscle strength.
@hdx 2/
Subjective weakness, or Asthenia can be generated by a number of conditions.

Ask yourself:
-Do they have chronic CV/lung/kidney disease?
-Anemic?
-Are they infected?
-How is their mood?

Wait, can’t some of these cause true weakness? Yes, more soon...
Read 8 tweets
Dec 11, 2019
Super proud of Dan Corbally, PGY2 @ucsdim. Stellar work writing this @hdx case!

1/
Spoiler alert:
This case forced me to re-think my schema for mesenteric ischemia.

Read on:
@ucsdim @hdx 2/
I used to think of mesenteric ischemia as a diagnosis, but now think of it as a syndrome resulting from an underlying disease process.

So, what processes can result in occlusion/ischemia of mesenteric vessels?

(Disclaimer: focusing on arterial ischemia)
@ucsdim @hdx 3/
Schema/disease categories for mesenteric ischemia:

- Thromboembolism (things that block arteries)
- Hypoperfusion (things that reduce blood flow without occlusion)
- Inflammation (things that can result in the above two)
Read 9 tweets

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