This document outlines strategies for being an effective clinical educator. It discusses engaging and inspiring learners, promoting knowledge transfer, connecting with your audience, coaching rather than refereeing, and embracing mistakes as teaching opportunities. Specific techniques are presented such as asking learners why they provided certain answers, praising both outcomes and effort/process, embracing mistakes, and using stories and simulations to enhance learning. The overall message is that effective teaching focuses on concepts and lifelong learning over right answers, and helps learners through challenges rather than hiding gaps in knowledge.
This document outlines strategies for being an effective clinical educator. It discusses engaging and inspiring learners, promoting knowledge transfer, connecting with your audience, coaching rather than refereeing, and embracing mistakes as teaching opportunities. Specific techniques are presented such as asking learners why they provided certain answers, praising both outcomes and effort/process, embracing mistakes, and using stories and simulations to enhance learning. The overall message is that effective teaching focuses on concepts and lifelong learning over right answers, and helps learners through challenges rather than hiding gaps in knowledge.
This document provides guidance on performing high-quality CPR and resuscitation. It emphasizes the importance of uninterrupted chest compressions, minimizing interruptions for things like intubation or rhythm checks. It also recommends biphasic defibrillation for shockable rhythms and questions the benefits of epinephrine and mechanical CPR devices compared to manual CPR. The document advocates for focusing on compressions, defibrillation when needed, and avoiding hyperventilation during resuscitation efforts.
This document discusses the evaluation and management of acute coronary syndrome (ACS) and ST-segment elevation myocardial infarction (STEMI). It begins by outlining the epidemiology of cardiovascular disease and ACS. It then reviews the history, physical exam findings, EKG findings, biomarkers, and risk scores used to evaluate patients with potential ACS. Various treatment options for STEMI are discussed including thrombolytics, percutaneous coronary intervention (PCI), anticoagulants, antiplatelets, and beta blockers. Complications of STEMI and strategies to reduce door-to-balloon times for PCI are also summarized.
The document outlines tips for clinical educators when teaching medical students. It emphasizes engaging and inspiring students, promoting knowledge transfer, connecting with students, coaching rather than refereeing, and embracing mistakes. Specific techniques discussed include the One Minute Preceptor model, the Aunt Minnie model, using stories and facts, embracing technology like polling apps, bringing simulation activities to students, praising process over outcomes, and acknowledging that mistakes will happen and should be learned from. The overall message is that clinical educators should focus on actively engaging students and helping them learn from experiences rather than just evaluating them.
This 65-year-old male presented with shortness of breath and hypotension, consistent with congestive heart failure (CHF). CHF is a common condition affecting millions of Americans each year, with high costs and mortality risks. Treatment involves reducing preload and afterload through medications like nitrates, diuretics, and ACE inhibitors to improve symptoms and hemodynamics in acute decompensated CHF.
Frogs begin their life cycle as eggs covered in jelly and laid in large numbers. The eggs hatch into tadpoles, which have gills and tails but no legs and live in the water. As the tadpoles develop lungs and lose their gills and tails, they transition to adult frogs able to live on land.
Talk given at 2016 Council Of Residency Directors meeting in Nashville. You've flipped the classroom. This talk targeted at medical educators will help flip bedside medical education.
This document appears to be a presentation on performing high-quality CPR. It emphasizes the importance of fast, hard, uninterrupted chest compressions and minimizing pauses in compressions. It discusses using end-tidal carbon dioxide monitoring to guide CPR efforts and resuscitation. The presentation encourages attendees to go beyond standard ACLS guidelines and focus on delivering early, high-quality CPR to improve survival from cardiac arrest.
Voici mon projet à propos de la planète Mars. J'ai crée ce projet dans le cours de Sciences 8e année, en utilisant des références que j'ai trouvé à l'internet. Références (3 pages) inclus à la fin.
La recherche de la vie passe par celle de l'eau, indispensable.
Quelle est l'origine de l'eau de nos océans ? astéroïdes ? comètes ?
Y a t'il de l'eau sur Vénus, Mars, Jupiter, Saturne ?
Quand va t'on en découvrir ?
Y a t'il de l'eau ailleurs dans l'univers ?