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 what questions they ask when contacted about patients who have fallen. What do they look for on physical examination?
On what basis do your learners decide whether further evaluation is necessary (e.g., transport to the hospital or further assessments for patients who are already hospitalized)? Review the algorithm used for this study (presented in Figure 1 in the paper's Supplement). Do your learners like this approach to triage?
Review the results of this study. Do your learners think the approach is sound? Why or why not? What are the benefits of such an approach? What are the risks?
How big of a problem are falls among residents of assisted living facilities? Are the results of this study generalizable? Use the accompanying editorial to help frame your discussion.
Start a teaching session with a multiple-choice question. We've provided one below!
Review the recommended immunization schedule with your learners. What's new this year? What changed in the recommendations regarding MMR immunization? How about zoster vaccination?
Ask your learners whether they think they do a good job of reviewing their patients' immunization status. What systems are in place in your practice to facilitate keeping patients up to date with immunizations? Are they effective? How do you know for sure?
Invite someone from your organization's quality improvement group to review what is known about how well your practice performs in adult immunization. Ask your learners where the problems lie, and ask them to design interventions to address each problem. How would they assess whether each intervention works? Will your institution try them?
Ask your learners what symptoms may be due to perimenopause and menopause. How are they diagnosed? Is testing required? Use the recent In the Clinic: Perimenopause to find answers quickly.
Watch an interview of Ms. R with your learners.
Ask your learners what treatment options are available for Ms. R's symptoms. If treatment is started, how long should it be continued?
Watch or have your learners read the presentations by 2 expert clinicians whose answers to these questions differ. Now what would your learners do?
Download the prepared slides to help prepare for teaching. Use the multiple-choice questions to help reinforce learning points, and log on to enter your answers and earn CME/MOC credit for yourself!
Ask who is at increased risk for cellulitis and soft tissue infections. What preventive measures should be taken? Is antibiotic prophylaxis ever indicated?
What is the differential diagnosis of cellulitis and soft tissue infections? When are laboratory tests indicated, and which ones?
When are topical, oral, or intravenous antibiotics indicated? When should surgical intervention be considered? How is necrotizing fasciitis diagnosed?
Download the teaching slides to help with a teaching session, and break it up with the multiple-choice questions to help introduce new topics. Be sure to log on and enter the answers to earn CME/MOC credit for yourself!
Listen to an audio recording, read by Dr. Michael LaCombe.
Ask your learners to think about the teachers and mentors who made a difference in their lives. What qualities made them so influential?
Do your learners consider themselves teachers? Of whom?
Have they had opportunities to help students in need of extra attention? Did they find the time to help? How did it affect their students? How has it rewarded them as teachers?
Have they missed such opportunities? Why?
Does teaching come more naturally to some of us? How can thinking about our own experiences as students help us be better teachers? What motivates us to teach?
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Taichman DB. Annals for Educators - 6 February 2018. Ann Intern Med. 2018;168:ED3. doi: 10.7326/AFED201802060
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Published: Ann Intern Med. 2018;168(3):ED3.
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Print ISSN: 0003-4819 | Online ISSN: 1539-3704
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