Darren B. Taichman, MD, PhD
Visit Annals Teaching Tools for more resources for educators from Annals and ACP.
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 when a diagnosis of APS should be considered. What are the possible clinical manifestations?
How is APS treated? Use the information in DynaMed: Antiphospholipid Antibody Syndrome, a benefit of your ACP membership!
Ask your learners what a noninferiority study is. What does the noninferiority margin mean? How are the results interpreted?
The authors present the results of “intention-to-treat” and “per protocol” analyses. What is the difference? What are the potential biases introduced by a per protocol analysis? Why might a per protocol analysis be useful?
Why might rivaroxaban not be noninferior to dose-adjusted VKAs in this study? The authors offer some possible explanations in the discussion.
Invite an expert in study design to join your discussion.
Ask your learners why recurrent CDI might be a life-threatening condition. What are the potential complications?
Why might patients with recurrent CDI be at increased risk for bloodstream infections? Which ones?
How is recurrent CDI treated? Is FMT used at your center?
What were the outcomes of this study?
What are the limitations of an observational study (versus a randomized trial) to compare 2 approaches to therapy? What is the goal of propensity score matching? How well does this approach mimic a randomized trial? Invite an expert in biostatistics to join your discussion.
Invite your learners to identify a problem with the system in which they practice every day. Can they identify the causes of the problem? What are potential ways to fix it?
Invite an expert in quality improvement to join your discussion. Could your learners work to test a solution to the problem they identified?
Ask your learners to list the available DOACs. What are their mechanisms of action?
Can they be reversed in the event of bleeding?
Watch the video. Then, ask how to calculate the time required after stopping the DOAC before an invasive procedure.
Listen to an audio recording, read by Dr. Michael LaCombe.
Ask your learners what professions they thought they would pursue when they were younger. What drew them to each?
Are there aspects of medicine that encompass the talents involved in those other professions?
The In the Clinic® slide sets are owned and copyrighted by the American College of Physicians (ACP). All text, graphics, trademarks, and other intellectual property incorporated into the slide sets remain the sole and exclusive property of the ACP. The slide sets may be used only by the person who downloads or purchases them and only for the purpose of presenting them during not-for-profit educational activities. Users may incorporate the entire slide set or selected individual slides into their own teaching presentations but may not alter the content of the slides in any way or remove the ACP copyright notice. Users may make print copies for use as hand-outs for the audience the user is personally addressing but may not otherwise reproduce or distribute the slides by any means or media, including but not limited to sending them as e-mail attachments, posting them on Internet or Intranet sites, publishing them in meeting proceedings, or making them available for sale or distribution in any unauthorized form, without the express written permission of the ACP. Unauthorized use of the In the Clinic slide sets will constitute copyright infringement.
Taichman DB. Annals for Educators - 19 November 2019. Ann Intern Med. 2019;171:ED10. doi: https://doi.org/10.7326/AWED201911190
Download citation file:
Published: Ann Intern Med. 2019;171(10):ED10.
Hospital Medicine, Lupus Erythematosus, Multi-Organ Failure and Sepsis, Pulmonary/Critical Care, Rheumatology.
Results provided by:
Copyright © 2019 American College of Physicians. All Rights Reserved.
Print ISSN: 0003-4819 | Online ISSN: 1539-3704
Conditions of Use