Training on clinical reasoning in US med schools

Twest54973 twest54973 at YAHOO.COM
Fri Sep 1 15:51:04 UTC 2017


SIDM should consider recording and archiving on the website  a series of core curriculum lectures.... 

I have enquired at several prior DEM conferences about whether SIDM could record and archive at least some of the plenary sessions from the meeting as well...

Thanks 

Tom Westover MD  
Cooper Medical School
NJ

Sent from my iPhone

On Sep 1, 2017, at 10:38 AM, Richard Day <rday3 at JHMI.EDU> wrote:

> I would agree.  There is a lot that physicians, and healthcare organizations in general, can learn from systems engineering and high reliability organizations.  This is the focus of my second (third?) career.
>  
> Best,
>  
> Richard M. Day, MS, NASA SES (ret)
> Director, Quality Improvement, The Johns Hopkins Hospital
> Faculty, Technical Management and Systems Engineering
> Faculty, Armstrong Institute for Patient Safety and Quality
> The Johns Hopkins University and Medicine
>  
> From: Andrea Borondy Kitts <borondy at MSN.COM>
> Reply-To: Society to Improve Diagnosis in Medicine <IMPROVEDX at LIST.IMPROVEDIAGNOSIS.ORG>, Andrea Borondy Kitts <borondy at MSN.COM>
> Date: Thursday, August 31, 2017 at 5:48 PM
> To: "IMPROVEDX at LIST.IMPROVEDIAGNOSIS.ORG" <IMPROVEDX at LIST.IMPROVEDIAGNOSIS.ORG>
> Subject: Re: [IMPROVEDX] Training on clinical reasoning in US med schools
>  
> As a systems engineer, I always thought physicians should have some basic engineering training as part of their training. In fact getting an engineering degree pre-med would be a great way to do that.
>  
> andrea
> Andrea Borondy Kitts MS, MPH
> Lung Cancer & Patient Advocate; Consultant
> Patient Outreach & Research Specialist; Lahey Hospital & Medical Center
> borondy at msn.com
> Twitter:@findlungcancer  
> 
> Sent from my iPhone
> 
> On Aug 31, 2017, at 5:41 PM, Grubenhoff, Joe <Joe.Grubenhoff at CHILDRENSCOLORADO.ORG> wrote:
> 
> I have had a similar experience with 4th year students destined for pediatrics residency here at CU. 
>  
> It begs the question as to whether certain topics SHOULD  be displaced for this fundamental skill training? 
>  
> Joseph A. Grubenhoff, MD, MSCS
> Associate Professor of Pediatrics 
> Section of Emergency Medicine 
> University of Colorado
> Joe.grubenhoff at childrenscolorado.org
> From: John Brush <jebrush at ME.COM>
> Sent: Thursday, August 31, 2017 8:10:12 AM
> To: IMPROVEDX at LIST.IMPROVEDIAGNOSIS.ORG
> Subject: Re: [IMPROVEDX] Training on clinical reasoning in US med schools
>  
> I gave a lecture to the second year class at Eastern Virginia Medical School 2 weeks ago on “The Logic of Medicine.” I talked about the systematic thinking, cognitive psychology, and probability theory that can provide the underpinning for medical decision-making. It was on “how" to think through medical problem-solving. It was a bit philosophical about the “why” and the “ought,” but I had enough examples to make it realistic and not too philosophical. It had the feel of a TED talk. The class was riveted.
> I received enormously positive feedback. The students crave this type of exposure to an overall philosophical approach that gives them a basic “mission statement” for practice. After the talk, 2 class members who are the officers in the local Evidence-based Medicine Club asked me to give a talk at their next meeting. They have asked the course director to include more of this type of thing in their course offerings. 
> Students have an appetite for this type of explicit instruction if they get a little taste of it. It displaces other topics, however, so getting it into the curriculum is a challenge - but possible.
> John
>  
> John E. Brush, Jr., M.D., FACC
> Professor of Medicine
> Eastern Virginia Medical School
> Sentara Cardiology Specialists
> 844 Kempsville Road, Suite 204
> Norfolk, VA 23502
> 757-261-0700
> Cell: 757-477-1990
> jebrush at me.com
>  
>  
> 
>  
> On Aug 31, 2017, at 6:58 AM, Jason Maude <jason.maude at ISABELHEALTHCARE.COM> wrote:
>  
> Many congratulations to Joe Renic and his colleagues for this study which is brilliant but left me both horrified and speechless.
>  
> It does a real service by shining a light on this huge gap in national medical education. We all accept that clinical reasoning is a fundamental part of being a good doctor so how can we have arrived at a situation where even poor or fair students only receive a total of 6.4 hours of dedicated instruction on this topic?
>  
> Isn’t this a bit like pilots only getting a tiny amount of their overall training on take-offs?!
>  
> Regards
> Jason
>  
> Jason Maude
> Founder and CEO Isabel Healthcare
> Tel: +44 1428 644886
> Tel: +1 703 879 1890
> www.isabelhealthcare.com
>  
>  
>  
> From: Mark Graber <Mark.Graber at IMPROVEDIAGNOSIS.ORG>
> Reply-To: Society to Improve Diagnosis in Medicine <IMPROVEDX at LIST.IMPROVEDIAGNOSIS.ORG>, Mark Graber <Mark.Graber at IMPROVEDIAGNOSIS.ORG>
> Date: Tuesday, 29 August 2017 at 14:38
> To: "IMPROVEDX at LIST.IMPROVEDIAGNOSIS.ORG" <IMPROVEDX at LIST.IMPROVEDIAGNOSIS.ORG>
> Subject: [IMPROVEDX] Training on clinical reasoning in US med schools
>  
> Congratulations to Joe Rencic and colleagues for this important article on teaching clinical reasoning in US med schools.  A survey of clerkship directors with a high response rate found that less than half of schools have a formal curriculum on clinical reasoning, and that 80% were dissatisfied with student reasoning competency at the end of the clerkship. 
>  
> This is an area where SIDM is highly engaged and trying to improve the current state of affairs.  Most of the authors of this paper are members of SIDM and the SIDM Education Committee.  There are many excellent resources for educators on the SIDM website, in particular the items in the Clinical Reasoning Toolkit.
>  
>  
> Mark L Graber, MD FACP
> President, SIDM
> Senior Fellow, RTI International
> Professor Emeritus, Stony Brook University, NY
> <image001.png>
>  
> 
> 
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Moderator: David Meyers, Board Member, Society to Improve Diagnosis in Medicine


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