Tips for IM attendings – Chapter 18 – learning is more difficult than teaching

As a newly minted journal faculty member rounding on the wards, I had great internal pride in my teaching ability.  Like many residents and junior faculty  I assumed that my teaching would result in the learners growing dramatically (especially since I had delivered the messages so brilliantly {please read that phrase with true sarcasm}). During my growth as an educator I learned that teaching can help, but not as dramatically as I would have liked. Try this yourself.  Teach something to your learning group.  Wait a week or two and then quiz them.  At first you will be despondent, but then take time to reflect.  How long did it take you to learn things? About 15 years ago, the housestaff helped care for an unfortunate young woman with Wilson’s disease.  One resident presented the story at morning report, and I missed the diagnosis.  I had never seen Wilson’s disease, and really did not know much about how patients with Wilson’s disease presented. Approximately 2 weeks later, a different resident presented her story at a different morning report.  I missed the diagnosis again. The third time (yes this patient’s story was recycled for a variety of presentations), I did remember the story.  I now know the big clue is the very low alkaline phosphatase in a young patient with new liver disease. Learning is complex.  We learn better with repetition.  We learn better with the use of different sensory inputs. What should this mean for our teaching...
Source: DB's Medical Rants - Category: Internal Medicine Authors: Tags: Medical Rants Source Type: blogs