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 multiple-choice questions. We've provided 2 below!
Ask your learners what the potential benefits and risks of renal transplant are among patients with ESRD.
What are potential reasons for renal dysfunction among patients with systemic lupus erythematosus?
Why might patients with LN-ESRD have a worse prognosis after renal transplant than those whose ESRD is due to another cause?
The authors and the editorialists note the potential for confounding by indication (or contraindication) and immortal time bias in their study. What are these types of bias? Why is it important to look for potential sources of bias in a study?
Ask your learners what the potential presentations of APS are. Use the information in DynaMed Plus: Antiphospholipid antibody syndrome, a benefit of your ACP membership, to help prepare.
How is the diagnosis made?
How should patients with APS be managed? What may be used (and what may not be used) to help prevent recurrent pregnancy loss?
Review the results of this brief research report. What further studies should be done to determine whether we should test patients with a first myocardial infarction for aPLs?
Read the brief case presentation to your learners. Ask how they would manage the patient's care upon initial presentation.
Ask how your learners approach fluid management in pancreatitis. What about nutrition? Do they agree that early enteral nutrition is best for most patients? Review the information in the recently featured Beyond the Guidelines, “How Would You Treat This Patient With Gallstone Pancreatitis?” and the recent Annals for Educators for ideas on how to use this feature to teach.
How is infected pancreatic necrosis recognized? How is it treated? What are the risks?
Take a break with your learners to watch the short, fun, and educational video.
Pause the video after the viewer's letter is read to ask your learners how they would approach the question.
Use the short multiple-choice questions to assess your learners' knowledge. Log on and enter your answers to earn CME and MOC credit for yourself!
Listen to an audio recording, read by Annals Associate Editor for On Being a Doctor, Dr. Michael LaCombe.
How can we still be important to our patients when we cannot provide a cure?
Do your learners feel threatened or uncomfortable when a nonphysician member of the care team is “in charge”? Why might physicians find this threatening?
Listen to an audio recording, read by Dr. Michael LaCombe.
Have your learners bonded with a patient who has died? How? What circumstance created such a bond that might not have been present with another patient who died?
How does this bond differ from those created with patients for whom we are able to provide medical remedies for their ailments?
Share the cartoon with your learners.
Have they had similar experiences? Why does the experience of some patients hit us so hard?
Are there reactions that might be problematic and that might compromise our care for our patients? How can we use these reactions to make us better physicians?
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Taichman DB. Annals for Educators - 19 February 2019. Ann Intern Med. 2019;170:ED4. doi: https://doi.org/10.7326/AWED201902190
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Published: Ann Intern Med. 2019;170(4):ED4.
Autoimmune Kidney Disease, Lupus Erythematosus, Nephrology, Rheumatology.
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