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 whether and for what purposes cannabis use is legal in your state. What are the laws?
What did these systematic reviews find with regard to the benefits and risks of use? Why do your learners think the evidence base is so weak in this area?
Do your learners ask their patients about cannabis use? Should they?
Have their patients asked them about it? If so, under what circumstances? How should your learners advise their patients? Do your learners agree with the often-heard reasoning among patients seeking help for a chronic and perhaps poorly treated condition that using cannabis “couldn't hurt”? Why or why not?
What more do we need to know? Use the accompanying editorial to help frame your discussion.
Ask your learners to guess what percentage of U.S. adults used opioids in 2015. What percentage do they think misused them or had a use disorder?
How would your learners define misuse and use disorder?
Share the results of this national survey. Do the numbers surprise your learners? Do they think that a third of their patients have used opioids in the past year? Look at the reasons respondents gave for using opioids. Do your learners think about these reasons in their practice? Should they? Would asking patients about them be useful?
Teach at the bedside! Ask each of your team's patients whether they have used opioids for any reason in the past year. Where did they get them? Did you learn anything that might be helpful in the care of your patients, either during their hospitalization or in long-term follow-up?
The authors note that certain groups reported use more frequently. Do these groups surprise your learners? Where do the solutions lie? Use the accompanying editorial to help frame your discussion.
Ask who should receive influenza vaccination. What vaccines are available, and how effective are they?
Which patients with acute febrile illness should and should not be vaccinated? What about patients with a reported egg allergy? Pregnant women?
How should your learners reply to a patient who declines vaccination and says, “The last time I got the flu shot, I got the flu”?
In whom should chemoprophylaxis with a neuraminidase inhibitor be considered? When should these agents be considered for treatment of influenza? How should these drugs be prescribed? What are the potential adverse effects? Use the information in Table 3.
When and how should a diagnosis of influenza be confirmed?
What complications of influenza should your learners be mindful of? Which patients should be hospitalized?
Use the multiple-choice questions to introduce topics during a teaching session. Be sure to log on and enter your responses to earn CME and MOC credit for yourself!
Download the teaching slides to help prepare a teaching session.
Have your learners read the graphic narrative. What is their reaction?
What about the physician's reaction made the patient feel at ease?
What might we learn about situations in which we feel a bit uncomfortable and about how our reactions influence the experience of our patients? Is it always necessary for a physician to seem imperturbable?
Ask your learners if they know what they need to do in order to become and remain certified by the American Board of Internal Medicine.
Do your learners think high-stakes examinations should allow the use of external sources, as was tested in this study?
Why do your learners think maintenance of certification is controversial? What do they think should be required of physicians? Use the accompanying editorial to help frame your discussion.
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Taichman DB. Annals for Educators - 5 September 2017. Ann Intern Med. 2017;167:ED5. doi: 10.7326/AFED201709050
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Published: Ann Intern Med. 2017;167(5):ED5.
Infectious Disease, Influenza, Pulmonary/Critical Care.
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Print ISSN: 0003-4819 | Online ISSN: 1539-3704
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