Concentrate on raising expectations in both the students and the staff of what students are capable of doing.
Ten Tips for History Taking
A new set of medical students has just arrived at our hospital to start their clinical years. I've had the chance to talk to them about history taking and came up with these ten tips.
The Fight Against Tick Boxing
How can we fight back against the tick boxing? Here are six, simple ways that I think we, as trainers in particular, can make a significant difference to the quality of assessments.
In these days of evidence based medicine, the story is often looked down upon as archaic, just an anecdote, having no place in modern medicine. Is this true? Have stories nothing to teach us anymore?
Ten Tips for Your OSCE
In an attempt to help out the medical students that I work with, I came up with these ten tips for their OSCEs.
A recent tweet from the account of the QI Elves has added a new Rubber Duck to my consciousness and rather bizarrely it is related to my interest in Diagnostic Thinking. Is it possible that a rubber duck could reduce errors and improve patient safety?
Questioning Your Diagnosis
The frailties of our cognition are long established and whilst it may not be possible, or even desirable, to have all clinicians thinking alike, we must acknowledge these faults inherent in human thinking and make deliberate efforts to mitigate them.
What follows are six simple questions that attempt to trigger a more reflective process by diagnosticians and potentially reduce the impact of erroneous thinking.
A Solution to Problem Solving Problems?
Problem solving is a key part of what we do as doctors: that’s what the diagnostic process is. As seniors it is our responsibility to help teach this skill and train our junior colleagues in it but do we actually understand how our brains solve problems and how that might apply to our clinical practice?
Supercharge Your Learning
This is a very briefly summary of evidence based learning strategies and then my suggestion of how we can apply them to our busy, everyday clinical practice.
This is not meant as a substitute for quality time spent with an experienced educator but it is something we can do for ourselves to help compliment and consolidate any formal learning that we receive.
Preacher or Teacher? Five lessons from the Pulpit.
I have spent many years listening to preachers. Some have inspired, some have frustrated and the very best have challenged. Now in my role as a medical educator I find myself once again trying to communicate with an audience and find that many of the lessons learnt about preaching apply to my current situation as a teacher. Here are five of them.