7 Things We Do As Clinician Educators That Are Actually Harmful To Learners

UnsCripted Medicine

In this episode co-hosts Rachel Holloway and Alex Gillotte sit down to have a Med Ed discussion. Through being students themselves and being a part of the longitudinal Clinical Teaching Elective at UCCOM, they realized that there are various things that we do as clinical teachers that are not beneficial for learners, and may actually harm them!

Topics

1) Not dedicating time for feedback
(Time 03:20)

• JAMA feedback article
• Medical Education: Effective Feedback

2) Not assessing what they know/how they felt they did
(Time 13:40)

• ICE Blog | Reflective Practice
• ICE Blog | Self-Directed Assessment Seeking
• 12 Tips for Teaching Reflection at all levels of Medical Education

3) Telling them information/lecturing, versus inquisitive questioning with guidance
(Time 21:28)

• ICE Blog | Spaced Repetition Theory
• ICE Blog| Learning Curve Basis of CBME: The Nonlinearity of Learning
• ICE Blog| Multiple Resource Theory
• How to Learn Effectively in Medical School: Test Yourself, Learn Actively, and Repeat in Intervals
• Make it Stick

4) Malignant Questioning
(Time 25:20)

• Things We Do for No Reason™: Toxic quizzing in medical education

5) Fixed mindset
(Time 34:10)

• Mindset: The New Psychology of Success: Carol S. Dweck- section titled the Danger of Praise and Positive Labels
• ICE Blog | Prototype Theory
• A ‘Toolkit’ for Clinical Educators to Foster Learners’ Clinical Reasoning and Skills Acquisition
• NEJM | Educational Strategies to Promote Clinical Diagnostic Reasoning
• Twelve Tips | Clinical Reasoning

6) Not utilizing spaced repetition learning
(Time 42:32)

• first 3 resources for #3
• How to Learn Effectively in Medical School: Test Yourself, Learn Actively, and Repeat in Intervals