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 conditions that may cause sudden cardiac death. Which conditions have a known genetic cause? Use Table 2.
What is a “genetic autopsy,” and when should it be considered?
What is long QT syndrome? When should it be considered?
What behavioral modifications should be discussed with a patient with long QT syndrome? What pharmacologic interventions are indicated?
Ask your learners what adverse maternal and neonatal outcomes are associated with maternal diabetes.
How is diabetes managed during pregnancy? What drugs may and may not be used?
What medical issues require collaboration between the obstetrician and the internist? Who should oversee diabetes management during pregnancy?
Do glycemic goals change during pregnancy? What do the results of this study suggest?
Have your learners' patients or their loved ones expressed concern about a patient's declining cognitive function? Are such concerns often related to social functioning? How do your learners respond?
What is meant by “social cognition”? Use the accompanying editorial to help frame your discussion.
Ask your learners whether and when they assess cognitive function in their patients. How do they do so?
What are the potential implications of the results of cognitive assessments? How might discussions about future cognitive abilities be beneficial for patients and their families? How might they cause harm?
What do we know about what can and cannot be done to prevent the development of dementia? Use recent reviews of pharmacologic and exercise interventions.
Listen to an audio recording of the essay, read by Dr. Virginia Hood.
Ask your learners if they have worked with people who behave like Dr. Z.
When faced with abusive behavior from others, how have your learners reacted? Did they quietly accept the abuse? Did they fight back in any way? Were their reactions different when the abuser was someone with authority?
How should we react to such abusive behavior from professional colleagues? To whom should your learners turn for help in such situations?
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Taichman DB. Annals for Educators - 21 May 2019. Ann Intern Med. 2019;170:ED10. doi: 10.7326/AWED201905210
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Published: Ann Intern Med. 2019;170(10):ED10.
Cardiology, Coronary Risk Factors, Diabetes, Endocrine and Metabolism, Rhythm Disorders and Devices.
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