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?
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.
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.
We all love to watch experts at work, they make what they do look so effortless, and whilst it is certainly possible to learn from watching these people in action it is even better to have them explain exactly what, why and how they do what they do. Traditionally we learn most of our clinical medicine by watching experts, rows of medical students sat in the outpatient clinic or juniors following the consultant on their ward round or theatre list. So, is there a way we can make our expert thinking more visible, a way to help them understand our actions?