Jonathan Ilgen, MD, Associate Professor, Department of Medicine, University of Washington School of Emergency Medicine, Seattle, WA

Teaching clinical reasoning involves helping learners learn a number of related skills, including observing and communicating with patients (paying close attention to cues and clues), synthesizing information, managing problems. In this podcast Dr. Jon Ilgen shares his thoughts on the kinds of tools one should ha a teaching toolbox.

Patricia A. Kritek, MD, EdM, Professor, Division of Pulmonary, Critical Care, and Sleep Medicine, Department of Medicine, University of Washington School of Medicine, Seattle, WA

Developing teaching scripts for common teachable moments can help you maximize trainee’s learning, particularly when your teaching time is limited. In this podcast Dr. Trish Kritek shares her approach to building teaching scripts that incorporate drawings, formulas, and other small nuggets of content to teach interprofessional learners at all levels of expertise within busy clinical settings.

Molly Blackley Jackson, MD, Associate Professor, Division of General Internal Medicine, Department of Medicine, University of Washington School of Medicine, Seattle, WA

Medical schools are increasingly integrating authentic clinical experiences for students in the earliest stages of their curricula. There are many benefits to this early clinical exposure: enculturation into the medical community, opportunities to practice basic clinical skills, observing professionalism in practice, and reduction of the chasm between “pre-clinical” and “clinical” learning. But for preceptors, it can be challenging to provide meaningful activities that fully engage early learners with limited clinical knowledge. In this podcast, Dr. Jackson discusses how preceptors can optimize the medical education of beginning medical students in the clinical setting.

Paul B. Cornia, MD, Associate Professor, Division of General Internal Medicine, Department of Medicine, University of Washington School of Medicine, Seattle, WA

Have you ever felt like you wanted to avoid teaching at the bedside because it makes you too uncomfortable? There is evidence that patients appreciate bedside teaching and it offers trainees unique opportunities to practice patient-centered communication, physical exam skills, and clinical reasoning. In this podcast, Dr. Paul Cornia provides tips on how to prepare both faculty and learners alike for effective bedside instruction, reducing anxiety and maximizing learning when teaching in the presence of patients. Simple things—such as using teaching scripts and making roles explicit—can greatly enhance these learning opportunities.

Eileen J. Klein, MD, MPH, Professor, Division of Emergency Medicine, Department of Pediatrics, University of Washington School of Medicine, Seattle, WA

Most of us have had difficult conversations with learners about professionalism or concerns about delivery of clinical care. These are often stressful for faculty and learners alike and it can be tempting to avoid giving constructive feedback altogether. In this podcast, Dr. Eileen Klein explains how giving constructive feedback can be seen as an opportunity to demonstrate caring for learners - and patients - and provides a model for giving timely and effective feedback

When it’s time to coach a learner through a procedure, the risk of doing harm to the patient can make the learner, the teacher, and the patient anxious. In this podcast Dr. Morris offers a structured approach to procedural teaching, providing valuable tips on how to decrease anxiety levels and prepare learners for success. She offers advice about what words to avoid when teaching learners how to perform procedures on conscious patients and the best ways to provide real-time communication about the precise movements they need to perform to complete the procedure successfully. Featuring Amy E. Morris, MD, Associate Professor, Division of Pulmonary, Critical Care, and Sleep Medicine, Department of Medicine, University of Washington School of Medicine, Seattle, WA, USA