In April 2019, a group of intrepid readers embarked on an adventure together: the debut session of The Leader’s Library, ALiEM’s new career development book club. Learners and instructors from around the world read and discussed Dr. Brené Brown’s newest book, Dare to Lead, on a 5 day journey via Slack. Each day had its own theme (Rumbling with Vulnerability, Values, Empathy and Shame, Learning to Rise, and Toolkit), and the asynchronous discussion was robust. A day-by-day breakdown of our conversation, along with tangible takeaways and recommendations for further reading, is summarized below.
What is your definition of creativity? Are you innovative? Can doctors be creative and innovative? The authors Tom and David Kelley set out with their book “Creative Confidence” [Amazon link] to convince you of the importance of creativity and how to harness its power. For anyone who is looking for a little inspiration, “Creative Confidence” will not only change your perspective but also inspire you to go out and change the world through the introduction of Design Thinking.
The Case of the Catastrophic Classroom outlined a scenario where a junior faculty member is tasked with revamping didactics at her institution. We joined Jill as she walked through various phases of discovery, building empathy for her stakeholders. This case was subsequently discussed at the CORD Academic Assembly 2016 (#CORDaa16) where 4 teams competed to design novel solutions for this complicated problem.
This month the ALIEM Design team, led by Drs. Teresa Chan (@TChanMD), Catherine Patocka (@patockaem), Jeremy Voros (@vorosmd) co-hosted a design challenge with CORD’s Dr. Rob Cooney (@EMeducation) where a keen bunch of creative medical educators participated to identify the problems and pitch possible solutions that might work for Jill. Their discussion and solutions were based on the insights and suggestions from the ALiEM community. We are proud to present to you the Curated Community Commentary and our Design Hackathon team solutions. Thank-you to all our participants for contributing to the very rich discussions last week.
Anyone who teaches medicine asks students to list their differential diagnosis when discussing a new clinical case. It’s also part of several models for education including the One-Minute Preceptor and SNAPPS.
For the most part, students are good at coming up with answers to the differential, but what do you do when they strike out? Or what if the answer is always the same, i.e. chest pain = myocardial infarction?
Asking effective questions is a valuable skill for any teacher. As a junior faculty member working to improve my teaching, I’m often in awe of my more experienced colleagues when I have the chance to watch them teach. At times, it’s quite easy to pick out the skills that they put into action but occasionally, their expertise is much more subtle.
Effective questioning falls into this category.