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Optimizing the Clinical Learning Environment for the Learner and the Teacher
MedEdPearls April 2022: How can we reframe the balance between clinical service and teaching through workplace learning theory to create more meaningful, integrated learning experiences for both clinicians and learners?
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A Blueprint for Writing Effective Emails
Writing an email is simple—or is it? Many health care professionals may find the task of crafting emails to be more complex than they would expect.
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Seeing Beyond the Images: Can Art Reframe Medicine?
Utilizing art museum-based techniques in medical education allow us to look at each patient like a new image - what is going on, what more can we find, and what do we see that makes us say that? We push ourselves and each other to truly see our patients.
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For the Love of Medicine
This benefit of Zoom is not as easy to achieve in person. Holding these sessions virtually also allows us to include physicians from other locations, giving students exposure to physicians outside their geographical area.
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The “Non-Traditional” Student is now “Traditional:” The Circuitous Route to Medical School and Why it Matters
While there is a clear value proposition for matriculating non-traditional students, we must recognize that they are not immune from the challenges that all students face due to a fast curricular pace and other obvious factors inherent to the medical school experience.
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Performance Reviews Reconsidered - Elevating Outcomes Through Humanized Systems
MedEdPearls March 2022: How might recalibrating performance reviews as future-focused, collaborative conversations help shift from traditional metrics to a more human-centered approach to growth and development?
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Striking a Chord?
Previous studies have demonstrated that the arts and humanities in medicine can encourage flexibility, a willingness to sit with ambiguity, and an ability to maintain curiosity. Although fewer studies focus specifically on music, there are ways in which music can foster the skills we need in clinical reasoning.
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Zoom for Introverts
Virtual teaching has given me the opportunity to be thoughtful about engaging the whole group, not just the loudest, fastest responders. One strategy I found particularly effective as a learner during the Harvard Macy Institute Program for Educators in Health Professions is the “Zoom Waterfall”: ask a question, then ask all participants to type an answer in the chat box, but not hit send until instructed.
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Retooling the Facilitator Toolbox for Learning
MedEdPearls February 2022: Consider how thoughtful questioning and nonverbal communication can enhance your effectiveness as a facilitator in a flipped classroom.