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 consider the potential for misuse when prescribing opioids to their patients. If so, what variables do they consider?
Which variables do your learners predict would be associated with opioid misuse and adverse outcomes? Which adverse outcomes?
Review the findings of this study. How might we use them to inform the care we provide? Do your learners think these findings will alter their approach to prescribing opioids?
Do your learners look up their patients' records in a prescription drug monitoring program's database before prescribing an opioid? Are they required to do so in your state? Do they know how?
The data used in this study are from 2008 to 2012. What are the limitations of this? The editorialists discuss this.
The editorialists believe that with the privilege of prescribing opioids comes a responsibility for appropriate stewardship. What are our responsibilities?
Ask your learners to list the AIDS-defining cancers.
Why are patients with HIV at increased risk for both AIDS-defining and some non–AIDS-defining cancers? Why has HIV treatment reduced the risk for some cancers? The authors provide answers in their discussion.
Do cancer screening recommendations for PLWH differ from those for persons without HIV infection?
Look at Figure 2. What is happening to the age distribution of PLWH? How will this affect the comorbidities that will require attention and care?
Ask your learners what unique challenges women face in the receipt of health care.
How do your learners think these issues would best be addressed?
Do your learners agree with the ACP's recommendations? Which ones call for direct action by each of us as physicians in the care we provide? Do your learners do what the ACP calls for? What do they need to learn or change in order to do so?
The editorialists recommend that “all health care providers who do not have moral objections to providing abortions should consider offering medical abortions as part of their comprehensive practice”. Do your learners agree? What information and/or medical services does your practice provide to patients?
Watch the short video with your learners.
Ask your learners whether they inquire about firearms when seeing at-risk patients. Discuss with your learners whether they will commit to doing so here. Look at the list of more than 1300 physicians who have done so under the Comments tab.
Which patients should be asked about firearms in their homes?
What advice should your learners provide? Use the resources available here to learn how to quickly help at-risk patients.
Sign in and answer the brief multiple-choice questions to earn CME/MOC credit for yourself.
Listen with your learners to an audio recording of the essay, read by the Associate Editor for On Being a Doctor, Dr. Michael LaCombe.
Ask your learners if the progress notes they read—whether electronic or paper—communicate something about who the patient is as a person. Could they? Would it be beneficial to our patients? To us?
Would it require much of our time or effort to communicate more about who our patients are in our notes?
Listen with your learners to an audio recording of the essay, read by Dr. Virginia Hood.
Dr. Kaplan says she doesn't know what being a doctor is anymore. Do your learners know?
Why would one pray, “In the sufferer let me see only the human being”? Do we forget to do this?
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Taichman DB. Annals for Educators - 19 June 2018. Ann Intern Med. 2018;168:ED12. doi: https://doi.org/10.7326/AFED201806190
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Published: Ann Intern Med. 2018;168(12):ED12.
Healthcare Delivery and Policy, Hematology/Oncology, HIV, Infectious Disease, Tobacco, Alcohol, and Other Substance Abuse.
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