“How we teach is what we teach”
Dean John McArthur, the former dean of Harvard Business School
Teaching Critical Thinking at the Bedside
We will examine teaching strategies that likely enhance synthesis and analysis of data rather than recitation of factual content with the following objectives:
· Attendees will be able to apply innovative teaching methods to enhance critical thinking skills at the bedside
· Attendees will be able to reflect on their own teaching practices and implement new strategies to enhance critical thinking.
We hope that this brief interactive exercise will initiate an ongoing dialogue about how we can model critical thinking at the bedside.
What to Expect
This workshop will use a trigger video of a master clinician during bedside rounds to examine the process of teaching critical thinking. The trigger video was taken on a busy post call day when the team had an extreme census of patients to present to the attending of record. We will analyze how the team leader teaches the process of clinical problem-solving to a diverse group of students and encourages them to think critically despite significant time constraints.
Review of a Video Clip
· How does the attending build rapport?
· How does the attending make his thought process in generating a hypothesis or selecting a diagnosis explicit?
· How does the attending encourage critical reasoning among different team members?
· What are his problem-solving strategies?
· How does he overcome time constraints?
Please also take a look at the editorial by Gurpreet Daliwhal, The Mechanics of Reasoning. JAMA, September 7, 2011; Vol 206(9): 218-219
We will send a summary of what we learned during the workshop and solicit feedback and suggestions for future activities. We welcome your suggestions.
Sylvia McKean () and Lidia Schapira ()