Developing an Implicit Bias Curriculum: Six point Framework
John Gilboy, MS4 Tufts Maine Track.
Implicit bias has been shown to impact clinical decision-making and patient outcomes.1 In addition to clinical outcomes, bias among health care professionals has been linked to the gender gap within health care leadership and specialties. 2 While exploring health care disparities has been a focus in all levels of medical education, few educational interventions have adequately addressed recognition bias. Below is a six-point framework described by Sukhera et al to implement an implicit-bias-informed educational curriculum for health care provider.
Journal Club Entry by Anne Sprogell, TUSM-Maine Track Program, M18
In order to understand how to teach a quiet learner, it is first important to understand a quiet learner. Shy, quiet, or introverted learners are generally characterized by increased reflective thinking and reduced sociability. Their strengths can include the ability to focus, pay attention to details, take thorough notes, and listen to patients and team members. However, these students can struggle with certain aspects of medical school including group discussions with a larger number of students, forming relationships quickly with colleagues in the ever-changing teams of residents and attendings on inpatient services, and in rounds when ideas need to be offered quickly and assertively. Despite these challenges, there might be a few tips that teachers can use to allow their quiet students to shine. Read More…
How to Get the Most Out of a Survey
By: Kimberly Dao, Maine Track, M’18
‘‘Let’s just do a quick survey.’’
— Someone in everyone’s program
Surveys are an easily accessible and commonly used tool in many disciplines. However, the quality of responses and response rate can vary dramatically. Below are some basic tips to maximize your survey.
Andy Biedlingmaier, Tufts M18 Student on Medical Education Elective
Humans and nonhuman primates use open and expansive postures to convey power. However, new research shows that these “high-power poses” not only communicate power, they also create it. Therefore, high-power posing can be used to boost presenter confidence, and consequently improve audience evaluation, during high-stakes presentations.
How do you learn best? Effective Teaching and Learning Style Preference
By: Sarah Couser, Maine Track MS4
Do you prefer to have a map or written directions when you travel somewhere new? When you pick up a new book, do you buy a hard copy or the audiobook? As a student, did you write notes meticulously or prefer to have a more hands-on learning experience?
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.
