Time: 50 minutes
Audience: Second and third year internal medicine residents
Teaching Method: Chalk Talk, Pair-share
Outline dual-processing theory as a framework for diagnostic reasoning
Discuss the use of problem representations as a tool for teaching diagnostic reasoning
Define components of a well-constructed problem representation
Practice generating problem representations
Description: This was an adaptation of a 90-minute teaching session given by Dr. Lauren Brown. Our session was condensed into a 40 minute brief introduction to teaching clinical reasoning for a “senior resident only” Academic Half Day session. I reviewed Dual-Process Theory as an introduction to understanding clinical reasoning. Dr. Lauren Noll then took the group through components of a great problem representation. Finally participants worked in small groups to develop their own problem representation of a clinical case that Dr. Noll and I developed together.
Evaluations: Resident Evaluations 2019
Reflections: Much of the Academic Half Day content for our internal residency program tends to be focused on medical content, so I was unsure how a more conceptual topic would be received. It seemed that everyone appreciated the content and we had 100% participation in the pair-share activity. This was also great opportunity to collaborate and adapt another person’s curriculum to fit into a different setting. For the next iteration I think this session would benefit from additional time to incorporate more practice as well as discuss problem solving for learners who are having trouble coming up with problem representations.
Time: 45 minutes
Audience: Internal Medicine Interns and Residents
Define pulmonary hypertension
Review the five WHO group categories for pulmonary hypertension
Describe the underlying pathophysiology of pulmonary arterial hypertension and the four major classes of medication
Develop a framework for identification and management of acute inpatient complications in a patient with pulmonary arterial hypertension