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 to list reasons why it's important to identify HIV infection. The authors provide a list in the paper's introduction.
Do your learners screen their patients for HIV? Are they aware of the recommendations of the U.S. Preventive Services Task Force on screening for HIV infection?
Why have improvements in the rate of HIV infection and the number of undiagnosed patients differed among racial and ethnic groups?
What are essential interventions among patients with newly diagnosed HIV? Use the information in the recent In the Clinic: Management of Newly Diagnosed HIV Infection to help teach.
Do your learners ask their patients about their sexual activity? How do they ask? What do they discuss with men who report having sex with men about how to reduce the risk for infection to themselves and others?
Ask your learners whether they know how SHHC plans of care are developed, and by whom.
Have they seen or been asked to review and sign a CMS-485 form? Review one with your team. Is the information presented in a useful manner?
Why do your learners think that many physicians spend less than a minute reviewing the form before certifying it? Is this a missed opportunity to improve care? How would your learners propose to improve communications between primary care providers and SHHC services without increasing the administrative burdens? How might such changes improve patient care and professional satisfaction?
Invite a home care nurse or other health care professional involved in your center's home care program to join your discussion.
Ask your learners whether they believe there are different expectations of women and men in your training program. Are women and men judged by different standards with regard to what makes them good physicians and colleagues?
How does gender discrimination harm both women and men in medicine?
The ACP calls on training programs to develop and distribute medical leave policies. Does your program have a written policy? Are your trainees aware of what it says? Do women and men face different pressures from your program when asking for time away to care for a newborn or newly adopted child or a seriously ill family member?
Do your trainees receive help navigating applications and negotiations regarding jobs after their training? How should they approach concerns about equitable pay?
Is there transparency in compensation at your institution?
Use the accompanying editorial to help frame your discussion.
Listen to an audio recording, read by Dr. Michael LaCombe.
Ask your learners what they have learned from the deaths of patients.
Have their prior experiences strengthened their confidence in counseling others with a terrible prognosis and whether to recommend a focus on comfort only? Has it made them less confident? Both?
How should we respond to the question, “Put yourself in my shoes. What would you do?”
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Taichman DB. Annals for Educators - 15 May 2018. Ann Intern Med. 2018;168:ED10. doi: https://doi.org/10.7326/AFED201805150
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Published: Ann Intern Med. 2018;168(10):ED10.
HIV, Infectious Disease.
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Print ISSN: 0003-4819 | Online ISSN: 1539-3704
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