Darren B. Taichman, MD, PhD
Visit Annals Teaching Tools for more resources for educators from Annals and ACP.
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.
Review the evaluation of knee pain. What questions should be asked? What is the differential diagnosis of osteoarthritis of the knee? Use the information in In the Clinic: Osteoarthritis to help prepare a teaching session.
Teach at the bedside! Have your learners practice examining each other's knees and then examine patients with osteoarthritis and other causes of knee discomfort. There are likely several on your service in the hospital, even if not the reason for admission.
Ask a radiologist if she or he would assemble a few teaching images of key radiographic findings of the knee to review with your team.
Ask a physical therapist to join your discussion of this paper's results and explain what a patient referred to therapy for knee osteoarthritis will be provided.
Start a teaching session with a multiple-choice question. We've provided one below.
Ask your learners how they evaluate a patient who reports insomnia. What is the differential diagnosis? Are any tests indicated? Use the information in In the Clinic: Insomnia .
Ask your learners how one refers a patient for cognitive behavioral therapy (CBT). What are the barriers? Is it readily available? Use the accompanying editorial to help frame your discussion. Invite an expert in CBT tell your group what is involved and to demonstrate its practice with your learners.
The guideline recommends CBT as initial therapy for insomnia. How would your learners explain this to a patient, who may want a “pill to help me sleep”? CBT involves more “effort” by the patient than taking a pill. How will your learners explain this, and will they be able to convince a patient to try?
Review the pharmacologic treatments available for insomnia. Note the potential advantages, as well as the harms, of each. Use the guideline's figure to help. Ask your learners when pharmacologic therapy would be appropriate, and how they would choose the appropriate agents for their patients.
Ask your learners why access to organ donation has historically been severely limited for HIV-positive individuals. Why has thinking in this area changed?
What are the potential risks to an HIV-positive patient specifically to undergo organ transplantation? What additional risks are there to receipt of an organ from an HIV-positive donor?
Do your learners think it is “fair” to provide HIV-positive organs to HIV-positive recipients as a means of increasing their access to treatment? Why or why not?
Watch the brief video with your learners.
Ask when an evaluation of VPCs is necessary. What testing should be performed?
Is suppressive therapy ever needed for VPCs?
The In the Clinic® slide sets are owned and copyrighted by the American College of Physicians (ACP). All text, graphics, trademarks, and other intellectual property incorporated into the slide sets remain the sole and exclusive property of the ACP. The slide sets may be used only by the person who downloads or purchases them and only for the purpose of presenting them during not-for-profit educational activities. Users may incorporate the entire slide set or selected individual slides into their own teaching presentations but may not alter the content of the slides in any way or remove the ACP copyright notice. Users may make print copies for use as hand-outs for the audience the user is personally addressing but may not otherwise reproduce or distribute the slides by any means or media, including but not limited to sending them as e-mail attachments, posting them on Internet or Intranet sites, publishing them in meeting proceedings, or making them available for sale or distribution in any unauthorized form, without the express written permission of the ACP. Unauthorized use of the In the Clinic slide sets will constitute copyright infringement.
Taichman DB. Annals for Educators - 19 July 2016. Ann Intern Med. 2016;165:ED2. doi: 10.7326/AFED201607190
Download citation file:
Published: Ann Intern Med. 2016;165(2):ED2.
Hospital Medicine, Pulmonary/Critical Care, Sleep Disorders.
Results provided by:
Copyright © 2019 American College of Physicians. All Rights Reserved.
Print ISSN: 0003-4819 | Online ISSN: 1539-3704
Conditions of Use