Category Archives: Education

Risks, Benefits, and the “Invisible Bag”

mitchell-f-richard

Richard F. Mitchell, MD, MS

“Did you discuss prostate cancer screening with your patient?”

“I did, but…”

“But what?”

“Well, it was strange, but as I was discussing the risks and benefits, the patient just looked at me and said, ‘This is confusing, can’t you just tell me what I should do? What would you do if it was you?’”

Has something like this happened to you while you were precepting residents? Has it happened to you when you were talking to your own patients? In this age of patient-centered care, we teach our residents to involve patients in shared decision making. How do you counsel a resident working with a patient who doesn’t want to buy into that program? How do you teach your residents to respond to the question, “If it was you, what would you do?”

You might find the answer in an invisible bag.

“There is an invisible bag right in front of you. Think ‘Santa Claus sack.’ Would you like to reach in and take something out?”

“Why would I do that?”

“It’s full of $100,000 bills.”

“Yes! Can I take two?”

“No. But there’s something else you should know. The bag also has blank pieces of paper that feel exactly like $100,000 bills.”

“That’s OK—can I put my hand in now?”

“One last bit of information before you do—it’s also full of razor blades.”

“…Ah.”

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Video and Direct Observation Precepting: Time to Remove Our Head From the Sand

Keith Foster, PhD

Keith Foster, PhD

Advances in technology have made direct observation by video recording or live-feed easy and affordable, allowing the most financially limited programs to conduct direct observation this way. It is not surprising, then, that a large number of family medicine residency programs use some form of video recording or live-feed direct observation.

What is surprising is the absence of or only passing reference to the issues of informed consent, patient authorization, and procedural guidelines related to video recording and live-feed precepting in the examining room, particularly in the age of HIPAA.

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Making It Fun and Successful: Strategies for Working With Learners in Academic Difficulty

By La Donna Porter, MD, and Margaret Stafford, MD.

Have you ever felt frustrated or daunted when trying to help a struggling learner? We, the co-chairs of the STFM Group on Learners in Academic Difficulty, understand! And we want to help you experience the satisfaction of helping your learners reach their highest potential.

Below are key strategies that will help you assess and assist your own learners: motivational interviewing, creating a differential diagnosis for the behaviors, and developing target behaviors and plans. We also include cases, so read on to see how you can use these skills to work with:

  • A resident who refuses to admit a patient
  • An intern with disorganized presentations
  • A senior resident who struggles to lead the team

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