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.

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.

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) –

https://twitter.com/JenniferSpicer4/status/1506358660766867460

@GStetsonMD (WHAT) –

https://twitter.com/GStetsonMD/status/1508815468798398478

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.

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.

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.

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.

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.

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

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, #Tweetatrician, & #MedStudentTwitter Friends! 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.

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

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, #Tweetatrician & #MedStudentTwitter Friends! 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.

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

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends! 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.

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

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends! 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.

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

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends! 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!

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

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends! 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.

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

Today begins our series on #EffectiveQuestions in the Clinical Learning Environment.

It’s an age-old practice that can conjure mixed emotions. This series will give you tools to use questions with purpose. 2/ I wanted to bring us back to the #HierarchyOfTeachingSkills that we have been using.

We previously covered the foundational skills that help create psychological safety & we just wrapped up our feedback series.

To see any of these previous threads, check out @MedEdTwagTeam.

1/ Receiving feedback is HARD!

It puts into tension two core human needs:
- To grow🪴 & learn🎓
- To be accepted as we are🫂

Today’s #TweetorialTuesday is going to provide tools to navigate this struggle.

Thanks for joining the @MedEdTwagTeam! 2/ This is our last thread in our #Feedback series (except for a recap next week), and we have saved the best for last.

Many argue that receiving feedback is the MOST IMPORTANT skill.

YOU are the key variable in whether feedback is internalized and applied, not your teachers.

1/ All teachers will have learners who aren’t meeting expectations.

Providing feedback in these situations can be tough, but is VITALLY important.

Hang with us, the #MedEdTwagTeam, and we will walk you through it on today’s #TweetorialTuesday! 2/ Today, we will discuss the “struggling learner”, a terrible phrase that shouldn’t be used.

From now on, we will be discussing the learner who isn’t meeting expectations (LWIME). This doesn’t label, and describes their current behaviors, not their potential.

1/ Formative Feedback? Say whaaaat?

Hey #MedTwitter & #MedEd Friends!

We are the #MedEdTwagTeam back again for another #TweetorialTuesday!

Thanks for joining us!

Follow: @GStetsonMD, @JenniferSpicer4, & @MedEdTwagTeam to stay up to date. 2/ Today we are going to be breaking down #FormativeFeedback.

What it is, how we think about it, and how to implement it.

As always, any questions or thoughts, please reply to this thread. We LOVE it!

1/ You've got feedback to give. But how to deliver it?

Hey #MedTwitter & #MedEd Friends!

We are the #MedEdTwagTeam, back again for another #TweetorialTuesday! 🙏 to all who follow, enjoy, and share!

Follow: @GStetsonMD, @JenniferSpicer4, & @MedEdTwagTeam to stay #UpToDate 2/ We have reached Week 4 in our #Feedback threads.

Last week, @JenniferSpicer4 taught us all about the components of effective feedback, including setting, timing, specificity, frequency, and more.

This week we will talk about the two main methods of feedback “delivery.”

1/ Hey #MedTwitter & #MedEd Friends!

We are the #MedEdTwagTeam here with another #TweetorialTuesday!

Today we get into the content of our Feedback threads.

Follow: @GStetsonMD, @JenniferSpicer4, & @MedEdTwagTeam to stay up to date. 2/ Here is the 10-week journey we are taking you on to discuss all things #Feedback.

Today we will be talking about developing a #FeedbackCulture through setting expectations.

Also, here is a primer on setting expectations:

https://twitter.com/GStetsonMD/status/1303329970526105600

1/ Hey #MedTwitter & #MedEd Friends!

I welcomed a new little lady into my life in Sept & spent 3 months getting to know her. #TheBest

But…We have missed you!!! And we are so pumped that #TwagTeamBackAgain

Follow: @GStetsonMD, @JenniferSpicer4, & @MedEdTwagTeam to stay #UTD 2/ When we paused, we had just finished the foundation of the #HierarchyOfTeachingSkills.

This first level of skills is all about creating #PsychologicalSafety.

If you want to see any of our previous threads, 👀 the @MedEdTwagTeam account.

Today we are moving onto Feedback.