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Thinking like a Physician
Many of the daily problems of practice act as opportunities for learning;
spending time to reflect on these moments can lead to informed and intentional changes to practice.
Regehr and Mylopoulos, 2008
The good physician treats the disease; the great physician treats the patient who has the disease.
Sir William Osler If it were not for the great variability among individuals, medicine might as well be
a science and not an art.
Sir William Osler, 1892 a science and not an art.
Education is not the learning of facts, but the training of the mind to think.
Albert Einstein A great teacher is one who realizes that he himself is also a student and whose goal is not to dictate the answers, but to stimulate his students creativity enough so that they go out and find the answers themselves.
Herbie Hancock Medicine is learned by the bedside and not in the classroom. Let not your concepts of the manifestations of disease come from words heard in the lecture room or read from the book. See, and then reason and compare and control. But see first. No two eyes see the same thing. No two mirrors give forth the same reflection. Let your word be your slave and not your master.
- William Osler Underlying all of the following techniques is the need to actively engage student's minds, hearts and bodies in the learning process. The most useful clinical teaching techniques in medicine that help students develop their clinical reasoning skills are:
Using Questions to Stimulate Thinking Picking questions that match the level of thinking you expect from students and residents is an important skill for medical faculty. Discovery Based Learning is a Socratic technique of using questions to help students make connections/learn patterns.Teaching Issues of Diversity When Diagnosing and Treating Patients - A Podcast.
Bedside Teaching This module covers several aspects of hospital-based teaching.And another that uses BEDSIDE as a Mnemonic.
Intentional Role Modeling Demonstrating how you think about a patient issue, helps students understand the process.
SNAPPS SNAPPS is a case presentation method that, when taught to students and junior residents, helps them be more self directed. Adding the NHS Evidence Search tool makes this more interesting.
Precepting Using Microskills Also known as the 1 minute preceptor, this technique is very useful for evaluating how students are making decisions about a diagnosis. For a shorter version or to watch a video of this technique, go to Practical Prof.
Chart Stimulated Recall This is a technique primarily for use with senior residents who work fairly independently, but may also be used to teach charting skills with junior residents.
Clinical Decision Analysis is the application of explicit, quantitative methods to analyze decisions under conditions of uncertainty. Decision analysis allows clinicians to compare the expected consequences of pursuing different strategies.
Illness Scripts Expert physicians have thousands of illness patterns stored in their memory. This technique will help students and residents develop their own patterns.
Ambulatory Teaching of Clerks/Jursi's - a presentation by Dr. Gill White. A podcast is available here.
Preparing Clinical Vignettes The American College of Physicians preparation checklist
MicroteachingA quick technique for teaching in a classroom type situation
Feedback We usually think of feedback as an end result of teaching, but it can also be used as part of the learning process.
Teaching Clinical Observation Skills
How To Help Students See When Their Knowledge is Superficial or Incomplete
Narrative Medicine
Developing narrative competence in medical students In this educational case study from BMJ Learning, L. Younie describes how one student used words and painting to produce a creative interpretation and representation of an encounter with a patient.
Stories we hear and stories we tell: analyzing talk in clinical practice BMJ Article
An extraordinary moment CFP Article
Other Resources
Critical Thinking Video
The top 5 OSCE medical student mistakes for Clinical History and Examination
CanMeds START
The Health Advocate Role: A Practical Plan for Teaching and Assessment from CanMeds
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Confidentiality A BMJ learning Module
Return to Clinical Teaching
Proceed to Acting Like a Physician
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Sean_Polreis |
Latest page update: made by Sean_Polreis
, May 9 2012, 6:48 PM EDT
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