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 who should be screened for LTBI. How should screening be performed? What are the treatment options? Use the recent In the Clinic: Tuberculosis to help prepare your teaching session.
What are the risks and benefits of each directly observed and self-administered treatment for LTBI?
Do your learners believe they can identify patients in whom self-administered treatment would be appropriate? What were the inclusion and exclusion criteria for this randomized trial? Do they help guide you?
Ask your learners who is at increased risk for HPV infection. Is screening recommended? In whom, and how?
What are the potential complications of HPV infection?
Are your learners surprised by the prevalence estimates for HPV infection among men and women?
What are the recommendations for HPV vaccination? Consult the most recent statement from the Advisory Committee on Immunization Practices. Until what age are men and women to receive vaccination? Might the data from this study be useful in assessing the appropriateness of current recommendations?
Ask your learners what your hospital's policy is on the need for PIVCs in inpatients. Are they required for everyone? Are they routinely changed after a set number of days, or only when they are nonfunctional?
Does everyone need a PIVC? Are they harmless?
Do your learners think current practice could be improved? What changes would they consider? What additional information would be desired before making a change? Can your learners propose practical means to gather this information or to study a change in practice?
Ask your learners whether they like or dislike using your system's EHR.
What are the potential benefits of using an EHR? What are the risks to patients and the burdens on health care providers? Can your learners propose ways to minimize or eliminate these risks and burdens?
Do your learners think the “metrics” proposed by the authors of this paper would be useful? What needs to be agreed on regarding how a metric will be used before it is worth measuring it?
Invite a member of your hospital's administration who is responsible for EHR implementation to join your discussion. Ask what metrics your system uses to evaluate how well your EHR functions. Do your learners believe the right areas are being scrutinized?
Take a relaxing and educational break with your learners and watch this 10-minute video.
Ask your learners what the policy is regarding fasting before procedures at your center. What are these policies based on? What are the risks of having food or liquid before anesthesia, and how long do they last?
Answer the multiple-choice questions with your team. Log on and submit your own answers to earn CME/MOC credit for yourself.
Listen to an audio recording of the essay, read by Dr. Michael LaCombe.
Ask your learners if they resent when time caring for patients takes away from time with family and friends. How do they deal with this resentment? Does patient care seem like an inconvenience?
Do any of your learners have children? Do they think the pressures are different in this situation? What other unique situations do your learners face?
How do we balance work and family responsibilities?
Do we talk to our family and friends about these challenges? Do they understand?
Taichman DB. Annals for Educators - 21 November 2017. Ann Intern Med. 2017;167:ED10. doi: https://doi.org/10.7326/AFED201711210
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Published: Ann Intern Med. 2017;167(10):ED10.
Hospital Medicine, Infectious Disease, Mycobacterial Infections, Prevention/Screening.
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