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.
Start a teaching session with a multiple-choice question. We've provided one below.
Ask your learners if they know the difference between medication adherence (filling or refilling a prescription on time) and medication compliance (taking a medication as prescribed).
Do your learners ask their patients whether, and how, they take each of their medications? If they do not, does someone else in their practice ask? What exactly is asked? Does that really establish adherence?
What is a patient-centered medical home? The authors discuss this in the study's introduction, as does the editorial that accompanies the article.
Is your practice a patient-centered medical home? In what ways does your practice meet or not meet the definition noted above?
How would our learners propose to study how well your practice does in meeting one (or more) of the requirements for a medical home?
Ask your learners how LDL is calculated from measured lipid values.
Ask what effect eating has on the measured lipid levels, and whether your learners think it is important that their patients fast before having their blood drawn.
Then, watch the brief video with your team. What's the answer?
What will your learners do in the future when measuring lipids in their patients?
Do they know the answer to the multiple-choice question provided with the video? Be sure to log-in and enter your answer to earn CME credit for yourself.
Ask your learners why antibiotics might promote weight gain.
Might antibiotics be helpful for the treatment of malnutrition? What theories regarding changes in the microbiome have been used to suggest “treatments” to alter the host flora and help people lose weight?
Are these hypotheses well-founded? How do your learners respond when their patients inquire about what they have read about in the lay press?
Ask your learners whether they think that “ObamaCare” has been a good thing? What provisions are good? Bad? Need fixing?
Do your learners have concerns with the potential repeal of the ACA? What might be the direct impact on some of their patients? In what ways would your learners be directly impacted themselves?
Do your learners feel that they should get involved in the debate regarding the future of the ACA? If so, what should they do and how? Is there anything they would like to do as a group?
Ask your learners how plagiarism such as what occurred here might harm the scientific community.
Why might someone plagiarize another person's work? Although not excusable, what pressures might contribute to the occurrence of such behavior? What, if anything, can be done about it?
Do your learners think that all authors of the paper plagiarized from others' work are equally responsible for the act? How should those who plagiarize others' work be punished?
Listen to an audio recording of the essay, read by Dr. Michael LaCombe.
Ask your learners if your hospital treats wealthy individuals differently than those without material wealth. In what ways?
Does your hospital have special rooms for those who can pay more for certain amenities? Are there rooms that are reserved for “VIPs?” Do your learners find such things objectionable? Would they ask for such arrangements for their loved ones in the hospital?
Are the people in these rooms treated differently? Do they receive better care? Might being labeled a “VIP” lead to avoidance of certain hospital routines that are important for patient safety and the receipt of optimal care?
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Darren B. Taichman. Annals for Educators - 17 January 2017. Ann Intern Med. 2017;166:ED2. doi: 10.7326/AFED201701170
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Published: Ann Intern Med. 2017;166(2):ED2.
Cardiology, Coronary Risk Factors, Dyslipidemia.
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