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 what symptoms should prompt consideration of hypogonadism in men. How should patients be evaluated? Use the information in DynaMed: Hypogonadism in Men, a benefit of your ACP membership.
For what symptoms should testosterone replacement therapy (TRT) be considered? What does the ACP recommend? Why should TRT not be used to improve energy, vitality, or cognition?
What are the potential risks with TRT? How should patients be monitored during therapy?
Review Figure 2. How would your learners discuss the potential benefits and harms with a patient considering TRT? How would they explain the “certainty of evidence”?
Use the accompanying editorial to help frame your discussion.
Ask your learners whether they think any of the patients on your service might have been safely treated at home rather than in the hospital. What would the potential benefits and risks be with care at home instead of hospitalization?
Review the results of this randomized trial.
What are the limitations of the study? Use the accompanying editorial to help frame your discussion. Why does it matter that so many eligible patients declined to participate?
What do your learners believe are the consequences of hospitals' need to keep their beds occupied? Does it create good and/or bad incentives? How might caring for patients at home instead of in the hospital affect these issues? These issues are discussed in the editorial.
Start by posing the provided CME question to quiz your learners.
Ask what symptoms suggest a diagnosis of nephrolithiasis. What is the differential diagnosis?
Watch the short video with your team.
Invite a urologist to discuss how to approach management of a stone and what can be done to prevent recurrence.
Show the cartoon to your team.
Ask whether what is depicted rings true at your hospital.
How can we structure our practices to ensure that what is depicted here is not the reality?
Show this issue's other Annals Graphic Medicine features (here and here) and those at the Web Exclusives collection to your learners. Do your learners have an artistic flair? Encourage them to submit their own work.
Listen to an audio recording, read by Dr. Virginia Hood.
Ask your learners how much they know about their patients' home situations. How often might our medical plans for a patient's care be thwarted by social barriers?
Do we ask our patients about their living conditions frequently enough? What should prompt us to do so? Do we worry that patients will be embarrassed to tell us? Do we worry that we won't know how to handle what we hear?
Ask your learners how a story like Dr. Genao's affects them.
Do your learners feel “privileged” to be physicians? Do we often forget how fortunate we are in the midst of the work and fatigue of training and medical practice?
How can stories like this make us better physicians?
Taichman DB. Annals for Educators - 21 January 2020. Ann Intern Med. 2020;172:ED2. doi: https://doi.org/10.7326/AWED202001210
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Published: Ann Intern Med. 2020;172(2):ED2.
Endocrine and Metabolism.
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Print ISSN: 0003-4819 | Online ISSN: 1539-3704
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