Darren B. Taichman, MD, PhD
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From the Editors of Annals of Internal Medicine and Education Guest Editor, Gretchen Diemer, MD, FACP, Associate Dean of Graduate Medical Education and Affiliations, Thomas Jefferson University.
Ask your learners whether patients living with HIV and receiving antiretroviral therapy remain at increased risk for cancer. If so, which types of cancer? Use a recent study to help answer these questions.
Can your learners think of potential mechanisms by which coinfection with hepatitis B or C virus might increase the risk for NHL among HIV-infected patients?
The authors of this study as well as those of the accompanying editorial suggest that immune reconstitution inflammatory syndrome (IRIS) may play a role in the development of NHL in the HIV- and hepatitis-infected patients studied. What is IRIS? What are the potential clinical manifestations?
Start a teaching session with a multiple-choice question. We've provided one below!
Ask your learners how they evaluate a patient with acute joint pain. When should gout be a considered, and what is the differential diagnosis? How should the diagnostic approach proceed? Use the recent In the Clinic: Gout to prepare answers to these and other essential questions.
The ACP Clinical Guidelines Committee felt there was insufficient evidence to recommend that clinicians practice a “treatment-to-target” approach to managing patients with gout (i.e., monitoring and using drugs as needed to keep serum uric acid levels below a target level). The American College of Rheumatology (ACR), however, has advocated such an approach. What would your learners want to know before deciding whether such an approach is appropriate? Use the accompanying editorials by members of the ACR and ACP to help frame a discussion of why 2 organizations came to differing recommendations.
Ask your learners what is the difference between a clinical practice guideline recommendation and a consensus opinion recommendation.
In the absence of high-quality evidence to guide practice, what do your learners think they should do? What are the advantages and disadvantages to their proposed approach?
Download the ready-to-use teaching slides to help prepare for a teaching session.
Ask your learners who is at increased risk for aortic stenosis. When and what testing is indicated?
Do your learners know what “pseudo aortic stensosis” is and why it is important? See the section on page ITC5.
How should patients with mild aortic stenosis be followed? At what point should intervention be considered?
Ask a cardiologist to show your team images from a transcatheter aortic valve replacement. When should this be considered (as opposed to surgical aortic valve replacement)?
Use the provided multiple-choice questions to help introduce topics during a teaching session. Be sure to log on and enter your answers to earn CME for yourself!
Ask your learners if they have ever told their family members or friends about their patients. Is this OK?
How good are we about not discussing patient information in public places? As long as we don't mention the patient's name, is it OK? Why or why not?
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Taichman DB. Annals for Educators - 3 January 2017. Ann Intern Med. 2017;166:ED1. doi: 10.7326/AFED201701030
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Published: Ann Intern Med. 2017;166(1):ED1.
Cardiology, Gastroenterology/Hepatology, Gout, Hematology/Oncology, HIV.
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Print ISSN: 0003-4819 | Online ISSN: 1539-3704
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