Many practitioners can relate to the epiphany of Roy Basch, MD, the lead character in Samuel Shem’s satirical novel The House of God.1 During his first on-call shift as a medicine intern, long work hours combined with jaded advice from his senior resident leave Dr. Basch feeling disenchanted with the medical profession until he cares…
Leslie Kahl, MD, on Coaching I have been an academic clinician-educator for my entire career and, like most of my colleagues, have been called upon to advise, mentor and coach countless trainees and junior faculty members. Unlike most clinician-educators, though, I also served as associate dean for student affairs at Washington University School of Medicine,…
Engaging in lifelong learning by maintaining certification has been a required method to confirm medical competence since 1933 through the American Board of Medical Specialties (ABMS). Established by the American Medical Association and the American College of Physicians in 1936, the American Board of Internal Medicine (ABIM) is one of 24 ABMS certifying member boards….
The past several decades have seen the transition of medical training from a hierarchical, teacher-driven model to a learner-centered approach that emphasizes competency-based medical education (CBME). CBME refers to several aspects of education, including: 1) flexible, lifelong learning; 2) emphasis on knowledge and skills rather than regurgitation of facts; and 3) formative rather than summative…
Implicit bias negatively affects patients and clinicians alike in a variety of healthcare settings. Unconscious feelings and attitudes about others can damage professional and personal relationships. Demystifying Bias At the virtual ACR Division & Program Directors Conference in March, three physician leaders presented a panel called, Demystifying Bias: Empowering You to Have Courageous Conversations, and…
Editor’s note (March 23, 2022): In 2022, the Division Directors Conference and Program Coordinators Conference will both be part of ACR Education Exchange, held April 28–May 1 in Orlando, Fla. Registration is now open. New fellowship program directors often step into the role with little in the way of training, resources or mentoring. That’s where…
“The task of the modern educator is not to cut down jungles but to irrigate deserts,” said mid-20th century scholar and writer C.S. Lewis. Although he was speaking to the importance of the holistic education of students, the same idea rings true for a 21st century nurse practitioner (NP) new to rheumatology. Indeed, the care…
Although providing feedback is often discussed as separate from teaching, it is the most important teaching we do as clinician-educators. Whether attending on the inpatient consult service or precepting in the clinic, providing direct feedback is the most effective way to help fellows advance their skills. Feedback, however, is only as good as the giver…
Rheumatologists are natural teachers. As a group we are drawn to the mystery of making a diagnosis and enjoy passing on our fascinating and alluring detective game to students. Some of us extend our expertise to become clinical investigators or bench scientists, and others devote ourselves to the education of trainees and education scholarship. Similar…
Sir William Osler, a pioneer of modern medical education, taught “medicine is learned by the bedside and not in the classroom.”1 How, then, do we learn medicine in a world dominated by virtual interactions? This question was forced upon us in the era of the COVID-19 pandemic. From telemedicine to remote meetings, the rheumatology community…