Experts in teaching clinical reasoning advise that we explicitly teach non-analytic or “pattern recognition” along with more traditional analytic clinical reasoning methods. Dr. Amit Shah shares 5 steps for teaching clinical reasoning.
Dr. Stacey Rizza shares a strategy she has recently incorporated after reading an Academic Medicine Last Page article published by Wang and Kogan from the University of Pennsylvania, to teach in aliquots based on your allotted amount of time.
Education Leadership, Feedback and Supervision, Mentorship, Teaching
Dr. Lujan shares the importance of referring to learners by their preferred name – and pronouncing their name correctly. Doing so, helps our learners feel valued and included because names are rooted in our language, culture, and identity.