TOLD ME

In this episode, we discuss mentoring of learners and colleagues - what it means to be a mentor and how we can be as effective as possible in this important role in medical education. We are joined by Dr. Katherine McLeod, Director of Scholarly Reflection and Concentration Capstone course, and Dr. Jennifer Rockfeld, a general internist and the Assistant Dean for Clinical Curriculum at QU-Netter. 

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In this episode, we are joined by a Netter graduate, Dr. Zachary Steinman, currently a 3rd year resident in Pediatrics at CT Children's and the University of Connecticut School of Medicine. We discuss how residency has changed his perspective on medical school in terms of what he learned and didn't appreciate at the time, and how he wants to use that perspective to shape his own teaching.  

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In this episode, we discuss how to teach evidenced-based medicine. I am joined by Dr. Douglas McHugh, Assistant Dean for Foundational Sciences and previously our Capstone course director, and Dr. Joanna Marantidis, a Netter alumnus who, at the time of the recording, was one of our 4th year medical students.  

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Clinical skills form the cornerstone of physicianship. In this episode, Dr. Listy Thomas, Emergency Medicine physician, Assistant Dean for Simulation, and Director of the Clinical Arts and Sciences Course at Netter, joins us to talk about teaching clinical skills to medical students.

We'll discuss how teaching clinical skills to a first year student is different than teaching a third year student. We will also explore what has changed in clinical skills education over the years including some newer topics that medical students and physicians need to know. 

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When your first responsibility is your patients and the hospital is bustling, how do you find time for teaching? Not just any teaching - good teaching. In this episode, two of Netter's inpatient-based clinical educators and leaders, Dr. Scott Kurtzman, a surgeon at Waterbury hospital and Dr. David Regelmann, an Internist at St. Vincent's Medical Center, share their experiences and suggestions.

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When you're overbooked, every room is filled with a patient who is waiting to see you, and you have a medical student with you eager to learn, how do you take great care of your patients and find time for teaching? In this episode, we will get recommendations from two of Netter's ambulatory-based clinical educators, Dr. Namita Wijesekera, a pediatrician at Child and Adolescent Health Care in Woodbridge and New Haven and Dr. Josh Mosdale, an internist with Trinity Health of New England.

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Why do 3 episodes on giving feedback? Because it can be tough to do and even tougher to do well. In this episode, we round out our 3-part series on giving feedback. Drs. Joshua Bia and Nicholas Calitri (Netter Class of 2020), give us students’ viewpoints on feedback. They provide valuable perspectives and helpful suggestions for faculty.

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In this second episode of our 3-part series on giving feedback, Dr. Taranjeet Ahuja, Director of the Initial and Advanced Clinical Experience Continuity Clinics at The Donald and Barbara Zucker School of Medicine, explains what we should be writing in the comments section of medical students’ assessment forms. She has some great suggestions!

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The COVID-19 pandemic has changed a lot of things in medical education, but it hasn’t changed the fact that our learners need feedback and it’s a skill that takes time to master. In this first episode of our 3-part series on giving feedback, Dr. Lyuba Konopasek, Senior Associate Dean for Education at the Frank H. Netter MD School of Medicine, and an expert in giving feedback, talks about the building blocks of effective feedback along with specific, practical recommendations. 

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