7 Things We Do As Clinician Educators That Are Actually Harmful To Learners

In this episode co-hosts Rachel Holloway and Alex Gillotte sit down to have a Med Ed discussion. Through being students themselves and being a part of the longitudinal Clinical Teaching Elective at UCCOM, they realized that there are various things that we do as clinical teachers that are not beneficial for learners, and may actually harm them!Topics1) Not dedicating time for feedback (Time 03:20)JAMA feedback articleMedical Education: Effective Feedback2)  Not assessing what they know/how they felt they did (Time 13:40)ICE Blog | Reflective PracticeICE Blog | Self-Directed Assessment Seeking12 Tips for Teaching Reflection at all levels of Medical Education3) Telling them information/lecturing, versus inquisitive questioning with guidance(Time  21:28)ICE Blog | Spaced Repetition Theory ICE Blog| Learning Curve Basis of CBME: The Nonlinearity of Learning ICE Blog| Multiple Resource TheoryHow to Learn Effectively in Medical School: Test Yourself, Learn Actively, and Repeat in IntervalsMake it Stick4) Malignant Questioning(Time 25:20)Things We Do for No Reason™: Toxic quizzing in medical education5) Fixed mindset(Time 34:10)Mindset: The New Psychology of Success: Carol S.  Dweck- section titled the Danger of Praise and Positive LabelsICE Blog | Prototype TheoryA ‘Toolkit’ for Clinical Educators to Foster Learners’ Clinical Reasoning and Skills Acquisition NEJM | Educational Strategies to Promote Clinical Diagnostic ReasoningTwelve Tips | Clinical Reasoning6) Not utilizing spaced repetition learning(Time 42:32)first 3 resources for #3How to Learn Effectively in Medical School: Test Yourself, Learn Actively, and Repeat in IntervalsSend us Fan Mail