Change, change, change

Aug 14 2014 Published by under Uncategorized

More and more learning requirements have been added to the curriculum for medical students and residents. Advocacy, quality improvement, and communication skills are all worthy subjects for the house officers learning a specialty, but it has cut the availability of slots for didactic teaching.

Good. Lectures mostly bored me silly; I learned more from reading about patients and thinking on my feet than I ever did from a talk.

This does not eliminate the need for we faculty members to provide appropriate information for our trainees. We just have to figure out other ways to do it. To that end, I am converting my lectures to short videos (amazing that something I spoke about for the better part of an hour can be condensed to 7 minutes) with accompanying handouts. These will be posted online so that whenever the resident needs the topic they can access it in the manner they prefer. Eventually we hope to have a series of online assessments as well.

I just finished my first conversion, Pediatric Acute Kidney Injury. Closed captioning is in progress (it's the slowest bit of YouTube). I've also embedded the video here for your "entertainment."

Things I learned:

  1. You can never practice your narration and cues too much
  2. An expensive microphone beats a cheapie every day
  3. It's amazing how long it takes to make a 7 minute video

2 responses so far

  • potnia theron says:

    what's your view on doing this for M1 & M2 basic science classes?

    • Pascale says:

      A couple of years ago I "flipped" my M2 acid-base pathophysiology lectures. I loved it, but the med students hated it. I was wasting "precious lecture time" to go over problems rather than "teaching" them. It went better the second year, I think as more students have experiences with this set-up from undergrad. I also added a bit more "set-up lecture" to the classroom presentations.

      I think this will work better with residents. Say they see a kid with AKI their first week of residency. Instead of reading about it in Up To Date and then having to sit through a lecture 6-18 months in the future, they can get our pediatric-focused talk and/or handout online as they need it. When another kid pops up with the diagnosis, they can review as necessary. Then we can spend time on rounds directing them to the literature for more sophisticated questions about the topic and specific situation.

      At least that's my vision.

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