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 they discuss smoking cessation with their hospitalized patients. Does hospitalization represent a “teachable moment”? How do they discuss smoking cessation during a hospitalization?
Teach at the bedside! Ask patients on your service who smoke whether it has been difficult for them to abstain while in the hospital. Ask whether they can use the opportunity to remain abstinent going forward. How can you help?
Do your learners recommend e-cigarettes to patients who wish to stop smoking? Are they safer than combustible cigarettes? What are the potential harms of e-cigarettes? Use the accompanying opinion piece to help frame your discussion.
What do the results of this study tell us about e-cigarettes as aids to smoking cessation? How might your learners interpret the finding of a negative association between e-cigarette use and tobacco abstinence? The authors offer potential explanations in the paper's discussion.
Ask your learners what they do in their practice to address the increased risk for cardiovascular events among their patients with diabetes.
What blood pressure goals do your learners aim to achieve in these patients? Do they instruct their patients to monitor blood pressure at home? If so, how do they tell patients to do so?
Ask which classes of antihypertensives have been shown to reduce cardiovascular events in patients with diabetes. (Hint: the answer is in the “Pharmacologic Intervention Recommendations” section.)
Should your learners screen for coronary artery disease in diabetic patients without symptoms?
What do these guidelines say about aspirin and statin use? Who should receive them?
What lifestyle changes are recommended? How do your learners counsel patients on each? Do they have the time and knowledge to do a good job? Who else is available to help with such counseling?
Ask your learners who is at increased risk for acute colonic diverticulitis.
Ask how acute colonic diverticulitis might present. What might be seen on physical examination?
What is the differential diagnosis? Use Table 1 to help answer this.
When is imaging needed, and which tests should be done?
Are antibiotics required for management of acute colonic diverticulitis? If so, which ones should be used?
What are the potential complications of diverticulitis? When is consultation with a gastroenterologist and/or surgery needed?
Can recurrence be prevented?
Download the prepared teaching slides to help prepare for a learning session. Use the multiple-choice questions to help introduce topics, and be sure to log on and enter your answers to earn CME/MOC credit for yourself!
Ask your learners whether they have participated in a global health experience. Do any of them have plans to do so?
Ask what the potential benefits are to participation in such a program. What are the potential harms? Did any of your learners mention potential harms to the people in the communities where these programs occur, or did they only mention potential harms to the participating physicians?
How would your learners react to practicing in a setting where standards of care differ according to social factors (for example, gender or ethnic disparities)?
How might such an experience make us better physicians? Is that an appropriate goal for such programs?
How should we evaluate the organizations that offer such experiences? Use the accompanying editorial to help frame your discussion.
Invite someone from your center who regularly participates in or organizes such activities to join your discussion.
Listen to an audio recording, read by Dr. Virginia Hood.
Ask your learners whether your institution has informed them of policies and programs related to harassment.
In what situations might a house officer be harassed at work? Are there sufficient safeguards in place to provide help and prevent this from happening?
How can your learners support each other?
Do your learners know where to turn for help if they have been harassed? What should they do?
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Taichman DB. Annals for Educators - 1 May 2018. Ann Intern Med. ;168:ED9. doi: 10.7326/AFED201805010
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Published: Ann Intern Med. 2018;168(9):ED9.
Cardiology, Coronary Risk Factors, Smoking, Tobacco, Alcohol, and Other Substance Abuse.
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Print ISSN: 0003-4819 | Online ISSN: 1539-3704
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