Tips for Teaching High Value Care on Rounds Emily Zarookian, MD
Teaching high value care in medical education is an essential, although recent addition to many graduate and undergraduate medical education curriculums. High value care has become an essential part of medical education as healthcare expenditures continue to rise with up to 30% ($765 billion) of those costs identified as potentially avoidable costs. 1
As teaching high value care can be a new skill for many seasoned attendings physicians it is not surprising that multiple studies have found a lack of teaching high value care on rounds. One study found that only in 20% of observed rounding episodes was there any discussion of high value test ordering principles.2
The following two exercises are examples of easy to use exercises on rounds to emphasize the principles of high value care.
Educational Video Production: A How-To Guide by: Alex Fiorentino, MD, Maine Track ’17
Learners of many types are increasingly utilizing online educational videos, and medical learning is no exception to this trend. As an example, the massive open online course platform Khan Academy has generated a video series geared toward helping nursing students prepare for the NCLEX-RN licensing exam. At the time of this writing, the platform’s overview of nephron function has been viewed more than 1.6 million times1.
Teaching Clinical Reasoning with the Think Aloud Technique by Kelly M. Brooks, MD, Maine Track ‘16
“Expert clinicians frequently use automatic unconscious thinking processes as they gather and analyze clinical information to generate diagnoses. When experts use think aloud techniques, they articulate their thinking as they are reasoning and by doing so make their thinking processes clear to students.” 1 Think aloud is most commonly utilized as a research method for studying cognition, and is considered a reliable method for capturing peoples’ thought processes.
Use of Social Media as a Supplement to Medical Education Curricula by Nate Rogers, MD, Maine track ‘16
Though the majority of medical education literature has studied social media and issues of professionalism in relation to its use, medical professionals are beginning to recognize its potential as a powerful educational tool. Twitter and Facebook represent two of the largest and most widely studied social media platforms in medical education, with healthcare professionals finding creative uses of the apps to enhance learning.
ARCH Model for Guiding Effective Feedback for Medical Learners by: Conor Walsh, M17
Although feedback is a vital component of medical education and is important to ensure that standards are met, providing effective and appropriate feedback can be difficult for medical students, residents, and practicing physicians. Oftentimes, feedback can be too general (thereby making it difficult to set specific goals), untimely (i.e. given several weeks to months after a rotation), or be given without an explicit plan for improvement.
Feedback is an integral part of the medical education process. Both learners and educators need to know how to give as well as receive valuable feedback. We all have areas we can improve upon and effective feedback is intended to guide future performance and growth.
Presentation software like Microsoft PowerPoint, Apple Keynote, and Prezi are ubiquitous in medical education and the business of healthcare. When used appropriately in a direct presentation format, these tools let educators display visual aids, emphasize key points, and interact with learners to promote their understanding.
The OR is an important teaching environment that presents unique challenges for both preceptor and student. Achieving an effective learning experience in this time sensitive setting with consideration of patient safety is the goal. In addition to modeling professionalism, teamwork and respect, a deliberate and consistent structure to operative teaching can enhance the experience for both learner and teacher.
Why it is important: learner, teacher and patient satisfaction; patient empowerment; opportunities to teach and assess clinical skills; greater emphasis on diagnostic reasoning when guided by the patient; increased opportunities for interdisciplinary management; potential to increase efficiency; and improve care transitions.
