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.
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?
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?
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.
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?