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 to listen to the podcast before a teaching session.
Ask how SGLT2 inhibitors work. What benefits have been shown? What are the potential side effects?
The discussants address the importance of examining our diabetic patients' feet. Do your learners do this? Ask each to recall the last 5 patients with diabetes they saw. Did they examine their feet? If not, why not? How can we do better? How might our practice be set up to ensure this happens?
What is Fournier gangrene? Who is at risk? What do the discussants suggest is important in reducing the risk?
How might SGLT2 inhibitors reduce risk for gout? What are the limitations of this observational study? The authors address these in the discussion.
Where should SGLT2 inhibitors fit into the management of type 2 diabetes?
Log on to claim CME and MOC credit related to the podcast.
Ask your learners what the immediate concerns are in the evaluation of a pregnant woman with hypotension. What diagnoses should be considered?
How should hypotension be managed during pregnancy?
Read the case presentation to your learners. Stop after the first paragraph of the report, and show the initial ECG. How would your learners proceed?
What caused hypotension? Why?
How was this patient managed? Finish reading the case report. What are the take-home lessons?
Watch a video of Ms. F providing her history.
Discuss the recommendation from the 2017 Endocrine Society guideline that mental health professionals be involved in gender-affirming therapy. Do your learners agree with this recommendation?
Watch or read the presentations by the 2 grand rounds discussants. In what ways do they agree or disagree about the need for mental health evaluation and treatment? Have your learners changed their views?
What are the potential risks and benefits of estrogen therapy in a transgender woman?
When should transgender patients be referred to a specialist? Who provides this care at your center? Invite a specialist to join your discussion.
Log on and answer the brief CME/MOC questions to claim credit for yourself!
Ask your learners what the risk factors for UI are. Are any modifiable?
What are the potential causes of UI, and how are they evaluated?
What is the difference between stress and urge UI? What about mixed UI? Incontinence associated with urine retention?
What examination should be performed? Is testing needed for a diagnosis?
What are the potential complications?
How is treatment approached? How effective are interventions? When should pharmacologic therapies be considered, and what are their side effects?
What education do patients require? Who should provide it?
Use the provided multiple-choice questions to introduce topics during a teaching session, and log on to enter your answers for CME/MOC credit.
Listen to an audio recording, read by the On Being a Doctor editor, Dr. Michael LaCombe.
Ask your learners whether Dr. Loge's visit to Hal is medical or social.
What might be found on physical examination that would alter care? Why does Dr. Loge feel the exam is important even if it does not alter Hal's management?
What do your learners hope to feel years from now when they retire from medical practice? Do they anticipate that their practice of medicine will have included the kinds of relationships Dr. Loge describes with his patients?
Taichman DB. Annals for Educators - 4 February 2020. Ann Intern Med. 2020;172:ED3. doi: https://doi.org/10.7326/AWED202002040
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Published: Ann Intern Med. 2020;172(3):ED3.
Cardiology, Coronary Risk Factors, Diabetes, Endocrine and Metabolism.
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