Anonymous Answer

I currently work in a teaching hospital and is something I have learned to enjoy. First, I like to lead by example, I like students and residents to learn to be thorough and not to overlook important details. I also like to take every case as an opportunity to learn, during rounds I question students about the patient's disease and progress. In addition, 3 times a week we have seminars and discussions about our most relevant cases.

Anonymous Answer

My teaching process starts with seeking information. This is assessing the residents' comfort level, as there are different seniority residents. This involves general observation regarding resident comfort level and their intended future career. Those seeking Anaesthesia and surgery often appreciate more teaching regarding resuscitation and ventilation and procedural teaching. Those physician-minded residents often appreciate more longitudinal aspects of ICU medicine, such as the decision for tracheostomy, extubation, and management of acute liver failure, for example.

The next step is ensuring patient privacy, safety, and confidentiality. From a safety perspective, I rarely teach during ward rounds because I feel I need to be focused 100% on the workflow to ensure the best outcome for the patient. I confirm the curtains are shut. I do not let residents touch any machines beyond their skill level without supervision.

There are different methodologies for teaching, depending on context.
I adopt the see one, do one teach one approach to teaching procedural skills. I employ Socratic dialogue with positive reinforcement techniques when it comes to teaching ICU management aspects of medicine. I employ a didactic teaching method for concepts that are going to be entirely new for the resident with an old-fashioned pen and paper.

Finally, longitudinally I ask the residents to teach me the concepts and ideas I've taught them to ensure they've understood.

Anonymous Answer

Medical education is dear to my heart and something that I am constantly working on to improve.
As a resident, I have noticed physicians’ and fellows’ different teaching styles and the ones that I observed were beneficial for me are the ones that I mostly use to teach interns or medical students and during my hospitalist role.
Usually, I take the opportunity to teach with patient cases. Usually start by assessing the learners’ knowledge of the case and why decisions were made by the team. Then if a learning gap is found, I will take time to expand on it, short but also open for more discussion on other days (if the learner is interested in learning in depth). Recently I was working on improving communication between physicians and nurses in low-resource settings, you see a lot of power differences interfering with patient care.
I started with a patient scenario (Case of an ARDS patient), with worsening respiratory distress. I used the SBAR method and the ways residents respond to a call from a nurse. Assessed the resident knowledge base on the patient case, gave great feedback on how he communicated with the nursing staff and went in depth about CXR findings (as there was a knowledge deficit in the area). I ensured I had gotten feedback on my teaching style as I wanted to continue improving.