1
00:00:06,141 --> 00:00:08,243
>> HI, EVERYONE.

2
00:00:08,243 --> 00:00:10,445
THANK YOU FOR COMING.

3
00:00:10,445 --> 00:00:20,989
SO TODAY'S CLINICAL CENTER GRAND

4
00:00:22,958 --> 00:00:29,565
ROUNDS, TEXT THE CME CODE.

5
00:00:29,565 --> 00:00:31,300
FOR THOSE APPLYING FOR CME,

6
00:00:31,300 --> 00:00:32,768
YOU'LL RECEIVE FEEDBACK SURVEY

7
00:00:32,768 --> 00:00:33,735
VIA EMAIL LINK.

8
00:00:33,735 --> 00:00:34,937
THE SURVEY WILL BE USED TO

9
00:00:34,937 --> 00:00:35,904
PROVIDE US IMPORTANT FEEDBACK

10
00:00:35,904 --> 00:00:37,673
ABOUT THIS PRESENTATION, AND

11
00:00:37,673 --> 00:00:38,774
ALLOWS YOU TO SUBMIT ANY

12
00:00:38,774 --> 00:00:40,275
SUGGESTIONS FOR FUTURE GRAND

13
00:00:40,275 --> 00:00:41,176
ROUNDS TALKS.

14
00:00:41,176 --> 00:00:42,477
SO FOLLOWING THE PRESENTATION,

15
00:00:42,477 --> 00:00:43,912
THE QUESTIONINGS FOR THE SPEAKER

16
00:00:43,912 --> 00:00:48,050
WILL BE TAKEN BY ME OR AT THE

17
00:00:48,050 --> 00:00:52,220
PODIUM OR THE OTHER SPEAKERS,

18
00:00:52,220 --> 00:00:53,522
AND THERE'S ALSO VIDEOCAST

19
00:00:53,522 --> 00:00:56,925
QUESTIONS THAT WILL BE TAKEN BY

20
00:00:56,925 --> 00:00:57,693
DR. CHUNG, SO WE'LL HAVE SOME

21
00:00:57,693 --> 00:00:58,560
TIME TO ASK QUESTIONS.

22
00:00:58,560 --> 00:01:02,030
SO OUR SPEAKER TODAY IS DR. JEN

23
00:01:02,030 --> 00:01:03,398
SPICER, M.D., M.P.H., AND A

24
00:01:03,398 --> 00:01:05,033
MASTER'S IN HEALTH PROFESSIONS

25
00:01:05,033 --> 00:01:05,467
EDUCATION.

26
00:01:05,467 --> 00:01:09,771
SHE IS NOW AN ASSOCIATE

27
00:01:09,771 --> 00:01:11,607
PROFESSOR OF MEDICINE IN THE

28
00:01:11,607 --> 00:01:12,608
DIVISION OF INFECTIOUS DISEASES

29
00:01:12,608 --> 00:01:13,575
AT EMORY SCHOOL OF MEDICINE.

30
00:01:13,575 --> 00:01:15,444
SHE EARNED HER COMBINED

31
00:01:15,444 --> 00:01:17,112
MEDICAL DEGREE AND MASTERS OF

32
00:01:17,112 --> 00:01:18,947
PUBLIC HEALTH IN EPIDEMIOLOGY

33
00:01:18,947 --> 00:01:20,682
FROM EMORY UNIVERSITY IN 2012

34
00:01:20,682 --> 00:01:23,085
AND THEN COMPLETED HER RESIDENCY

35
00:01:23,085 --> 00:01:25,187
FOLLOWED BY A CHIEF RESIDENCY IN

36
00:01:25,187 --> 00:01:26,254
INTERNAL MEDICINE.

37
00:01:26,254 --> 00:01:28,857
SHE THEN DID HER INFECTIOUS

38
00:01:28,857 --> 00:01:29,758
DISEASES FELLOWSHIP AFTER WHICH

39
00:01:29,758 --> 00:01:33,895
SHE JOINED THE FACULTY OF EMORY

40
00:01:33,895 --> 00:01:34,896
IN 2019.

41
00:01:34,896 --> 00:01:37,099
SO JEN IS ONE OF THOSE RARE

42
00:01:37,099 --> 00:01:38,400
INDIVIDUALS WHO ACTUALLY HAD A

43
00:01:38,400 --> 00:01:40,936
DESIRE TO TEACH BEFORE SHE

44
00:01:40,936 --> 00:01:42,671
PURSUED MEDICINE, AND AS SUCH,

45
00:01:42,671 --> 00:01:44,740
SHE HAS STEADFASTLY PURSUED HER

46
00:01:44,740 --> 00:01:47,609
GOALS IN OBTAINING KEY

47
00:01:47,609 --> 00:01:48,877
EDUCATIONAL ROLES AS FACULTY,

48
00:01:48,877 --> 00:01:51,847
SUCH AS SERVING AS A P.D. FOR

49
00:01:51,847 --> 00:01:53,515
THE INTERNAL MEDICINE PROGRAM

50
00:01:53,515 --> 00:01:55,584
THERE, AND ALSO DIRECTING THE

51
00:01:55,584 --> 00:01:58,020
DISTINCTION IN MEDICAL EDUCATION

52
00:01:58,020 --> 00:02:01,089
FOR INTERNAL MEDICINE RESIDENCY

53
00:02:01,089 --> 00:02:02,457
PROGRAM.

54
00:02:02,457 --> 00:02:04,793
SHE LEADS COURSES FOR FIRST YEAR

55
00:02:04,793 --> 00:02:06,962
MEDICAL STUDENTS ON

56
00:02:06,962 --> 00:02:07,863
MICROBIOLOGY, IMMUNOLOGY,

57
00:02:07,863 --> 00:02:09,264
PATHOLOGY AND PHARMACOLOGY.

58
00:02:09,264 --> 00:02:12,200
SO HER RESEARCH INTERESTS, NOT

59
00:02:12,200 --> 00:02:14,069
SURPRISINGLY, INCLUDE CURRICULUM

60
00:02:14,069 --> 00:02:15,804
DEVELOPMENT, EVALUATION, THE

61
00:02:15,804 --> 00:02:17,906
SCIENCE OF LEARNING, ACTIVE

62
00:02:17,906 --> 00:02:19,408
LEARNING TECHNIQUES, FACULTY

63
00:02:19,408 --> 00:02:21,543
DEVELOPMENT STRATEGIES, AS WELL

64
00:02:21,543 --> 00:02:23,278
AS IDENTITY FORMATION FOR

65
00:02:23,278 --> 00:02:24,446
CLINICIAN EDUCATORS.

66
00:02:24,446 --> 00:02:25,981
SHE HAS A SPECIAL INTEREST IN

67
00:02:25,981 --> 00:02:27,516
CURRICULUM DEVELOPMENT AND HAS

68
00:02:27,516 --> 00:02:29,584
ADVOCATED FOR DEVELOPMENT OF

69
00:02:29,584 --> 00:02:31,219
FORMAL NATIONAL CORE CURRICULUM

70
00:02:31,219 --> 00:02:32,988
WITHIN SPECIALTY SOCIETIES TO

71
00:02:32,988 --> 00:02:35,057
MEET THE NEEDS OF OUR GROWING

72
00:02:35,057 --> 00:02:37,926
HEALTHCARE SYSTEM.

73
00:02:37,926 --> 00:02:39,327
SO SHE HAS RECEIVED NUMEROUS

74
00:02:39,327 --> 00:02:41,396
TEACHING AWARDS THROUGHOUT HER

75
00:02:41,396 --> 00:02:42,397
RESIDENCY, AND FELLOWSHIP

76
00:02:42,397 --> 00:02:44,466
TRAINING AND IN HER SHORT

77
00:02:44,466 --> 00:02:45,667
FACULTY STINT, AND MOST

78
00:02:45,667 --> 00:02:46,868
RECENTLY, SHE RECEIVED THE

79
00:02:46,868 --> 00:02:49,438
GOLDEN APPLE TEACHING AWARD IN

80
00:02:49,438 --> 00:02:52,441
2023 AS THE BEST SUBSPECIALTY

81
00:02:52,441 --> 00:02:53,909
TEACHER AT GRADY MEMORIAL

82
00:02:53,909 --> 00:02:54,309
HOSPITAL.

83
00:02:54,309 --> 00:02:56,244
SHE WAS ALSO NAMED ON THE 40

84
00:02:56,244 --> 00:02:58,447
UNDER 40 LIST OF NOTABLE ALUMNI

85
00:02:58,447 --> 00:02:59,347
OF EMORY UNIVERSITY.

86
00:02:59,347 --> 00:03:04,052
SO DR. SPICER IS BOARD CERTIFIED

87
00:03:04,052 --> 00:03:06,121
ABIM AS WELL AS THE AMERICAN

88
00:03:06,121 --> 00:03:07,055
BOARD OF SPECIALTIES FOR

89
00:03:07,055 --> 00:03:08,323
INFECTIOUS DISEASES, SHE'S A

90
00:03:08,323 --> 00:03:10,258
MEMBER OF THE IDSA AND ALLIANCE

91
00:03:10,258 --> 00:03:11,693
FOR ACADEMIC INTERNAL MEDICINE.

92
00:03:11,693 --> 00:03:13,995
SO BEYOND HER ACADEMIC

93
00:03:13,995 --> 00:03:15,530
ACCOLADES, SHE HAS GAINED

94
00:03:15,530 --> 00:03:18,033
RECOGNITION ON SOCIAL MEDIA AND

95
00:03:18,033 --> 00:03:19,468
PODCAST PLATFORMS AS MAJOR

96
00:03:19,468 --> 00:03:21,203
CONTRIBUTOR TO MEDICAL EDUCATION

97
00:03:21,203 --> 00:03:22,871
THEORY, AND IF YOU HAVE NOT SEEN

98
00:03:22,871 --> 00:03:24,372
IT, HER YOUTUBE VIDEO ON THE

99
00:03:24,372 --> 00:03:26,475
MYTH OF MERITOCRACY IS REALLY

100
00:03:26,475 --> 00:03:28,877
WORTH VIEWING.

101
00:03:28,877 --> 00:03:30,412
HER REACH HAS ACTUALLY GONE FAR

102
00:03:30,412 --> 00:03:32,681
BEYOND THE TYPICAL ACADEMIC CV,

103
00:03:32,681 --> 00:03:34,549
AND SHE'S HIGHLY SOUGHT FOR HER

104
00:03:34,549 --> 00:03:36,885
SPEAKING ENGAGEMENTS AS A LEADER

105
00:03:36,885 --> 00:03:38,587
AND EDUCATOR, AND AS I MENTIONED

106
00:03:38,587 --> 00:03:40,789
AS I FOUND OUT OVER DINNER LAST

107
00:03:40,789 --> 00:03:42,891
NIGHT, SHE IS JUST RECENTLY

108
00:03:42,891 --> 00:03:43,959
PROMOTED TO ASSOCIATE PROFESSOR

109
00:03:43,959 --> 00:03:45,160
OF MEDICINE, SO CONGRATULATIONS.

110
00:03:45,160 --> 00:03:47,229
SO GET YOUR PENS AND PAPERS OUT.

111
00:03:47,229 --> 00:03:49,431
I THINK YOU'LL WANT TO TAKE

112
00:03:49,431 --> 00:03:53,368
AMPLE NOTES ON TODAY'S

113
00:03:53,368 --> 00:03:53,935
PRESENTATION, MAKE IT STICK:

114
00:03:53,935 --> 00:03:54,569
APPLYING THE SCIENCE OF LEARNING

115
00:03:54,569 --> 00:03:54,936
TO OUR TEACHING.

116
00:03:54,936 --> 00:03:56,204
PLEASE JOIN ME IN WELCOMING

117
00:03:56,204 --> 00:03:57,372
DR. SPICER.

118
00:03:57,372 --> 00:04:01,810
[APPLAUSE]

119
00:04:01,810 --> 00:04:03,779
>> THANK YOU FOR THAT KIND

120
00:04:03,779 --> 00:04:04,713
INTRODUCTION.

121
00:04:04,713 --> 00:04:06,114
SO TODAY WHAT I REALLY WANT TO

122
00:04:06,114 --> 00:04:08,583
FOCUS ON TALKING ABOUT IS SOME

123
00:04:08,583 --> 00:04:10,852
OF THE EVIDENCE BASE BEHIND

124
00:04:10,852 --> 00:04:12,621
EFFECTIVE WAYS FOR US TO TEACH.

125
00:04:12,621 --> 00:04:14,156
AND FOR MANY OF YOU, YOU MAY BE

126
00:04:14,156 --> 00:04:15,791
FAMILIAR WITH A LOT OF THESE

127
00:04:15,791 --> 00:04:16,124
CONCEPTS.

128
00:04:16,124 --> 00:04:17,793
YOU MAY NOT KNOW THE NAMES FOR

129
00:04:17,793 --> 00:04:19,861
SOME OF THEM BUT HAVE UTILIZED A

130
00:04:19,861 --> 00:04:21,196
LOT OF THESE IN YOUR TEACHING,

131
00:04:21,196 --> 00:04:22,697
AND FOR SOME OF YOU, THIS MAY BE

132
00:04:22,697 --> 00:04:23,131
NEW.

133
00:04:23,131 --> 00:04:24,900
I FIND THAT IT'S OFTEN DIFFICULT

134
00:04:24,900 --> 00:04:26,968
TO THINK ABOUT WHAT LEVEL TO

135
00:04:26,968 --> 00:04:28,637
DISCUSS SOME OF THESE CONCEPTS

136
00:04:28,637 --> 00:04:30,772
IN IN A GRAND ROUNDS THAT

137
00:04:30,772 --> 00:04:32,207
CONTAINS PEOPLE FROM REALLY

138
00:04:32,207 --> 00:04:33,708
DIVERSE EXPERIENCES, AND SO I'M

139
00:04:33,708 --> 00:04:35,143
HOPING THAT EVERYBODY CAN GET A

140
00:04:35,143 --> 00:04:37,012
LITTLE SOMETHING OUT OF THIS, NO

141
00:04:37,012 --> 00:04:38,446
MATTER WHAT YOUR LEVEL OF

142
00:04:38,446 --> 00:04:39,481
EXPERIENCE IN MEDICAL EDUCATION

143
00:04:39,481 --> 00:04:43,018
IS.

144
00:04:43,018 --> 00:04:44,719
SO I HAVE NO DISCLOSURES.

145
00:04:44,719 --> 00:04:46,288
AND BY THE END OF THIS TALK, I

146
00:04:46,288 --> 00:04:48,290
HOPE THAT YOU WILL BE ABLE TO

147
00:04:48,290 --> 00:04:50,258
DESCRIBE SOME OF THESE

148
00:04:50,258 --> 00:04:50,892
EVIDENCE-BASED LEARNING

149
00:04:50,892 --> 00:04:53,528
PRINCIPLES THAT I'M TALKING

150
00:04:53,528 --> 00:04:54,963
ABOUT, AND I'D REALLY LIKE TO

151
00:04:54,963 --> 00:04:56,264
FOCUS ON PROVIDING CONCRETE

152
00:04:56,264 --> 00:04:57,532
EXAMPLES OF HOW TO UTILIZE THEM

153
00:04:57,532 --> 00:05:00,335
SO THAT YOU CAN INCORPORATE THEM

154
00:05:00,335 --> 00:05:01,636
INTO CLASSROOM AND CLINICAL

155
00:05:01,636 --> 00:05:04,239
TEACHING.

156
00:05:04,239 --> 00:05:04,673
ALL RIGHT.

157
00:05:04,673 --> 00:05:05,874
SO I ALWAYS WANT TO PROVIDE A

158
00:05:05,874 --> 00:05:08,109
MAP OF WHERE WE'RE GOING, AND SO

159
00:05:08,109 --> 00:05:09,511
THE WAY I'VE STRUCTURED THIS

160
00:05:09,511 --> 00:05:12,681
TALK IS REALLY ON A SURVEY OF

161
00:05:12,681 --> 00:05:14,115
PRINCIPLES FROM THE SCIENCE OF

162
00:05:14,115 --> 00:05:14,416
LEARNING.

163
00:05:14,416 --> 00:05:16,284
THIS REALLY TRIES TO BRING

164
00:05:16,284 --> 00:05:18,053
TOGETHER RESEARCH IN THIS FIELD

165
00:05:18,053 --> 00:05:20,322
OVER THE LAST 40 YEARS, MUCH OF

166
00:05:20,322 --> 00:05:21,890
WHICH IS IN COGNITIVE

167
00:05:21,890 --> 00:05:23,058
PSYCHOLOGY, AND HAS TRANSITIONED

168
00:05:23,058 --> 00:05:24,826
TO MEDICAL EDUCATION PROBABLY

169
00:05:24,826 --> 00:05:28,330
OVER THE LAST 10 TO 15 YEARS.

170
00:05:28,330 --> 00:05:30,065
AND I'VE DECIDED TO BREAK THIS

171
00:05:30,065 --> 00:05:32,033
DOWN INTO THINKING ABOUT THE

172
00:05:32,033 --> 00:05:33,902
PROCESS OF LEARNING.

173
00:05:33,902 --> 00:05:35,670
AND SO EFFECTIVE PRINCIPLES TO

174
00:05:35,670 --> 00:05:39,474
HELP US UNDERSTAND HOW TO LEARN,

175
00:05:39,474 --> 00:05:41,977
SO WE'LL TALK ABOUT SOME OF

176
00:05:41,977 --> 00:05:43,278
THESE SPECIFIC LEARNING

177
00:05:43,278 --> 00:05:44,813
PRINCIPLES IN THAT SECTION.

178
00:05:44,813 --> 00:05:47,215
THAT'S GOING TO BE A BULK OF THE

179
00:05:47,215 --> 00:05:48,316
TALK, IN FACT, BECAUSE IF WE

180
00:05:48,316 --> 00:05:49,517
CAN'T GET PEOPLE TO UNDERSTAND

181
00:05:49,517 --> 00:05:50,986
TO BEGIN WITH, WE HAVE NO HOPE

182
00:05:50,986 --> 00:05:52,921
OF GOING ON TO THE NEXT STEPS.

183
00:05:52,921 --> 00:05:54,890
BUT THEN HOW CAN WE HELP PEOPLE

184
00:05:54,890 --> 00:05:56,358
RETAIN THE THINGS THAT WE TEACH

185
00:05:56,358 --> 00:05:58,093
THEM OVER TIME?

186
00:05:58,093 --> 00:05:59,494
HOW CAN WE THEN ENSURE THAT THEY

187
00:05:59,494 --> 00:06:01,796
CAN APPLY TO CLINICAL PRACTICE

188
00:06:01,796 --> 00:06:03,131
SINCE MOST OF US ARE TEACHING IN

189
00:06:03,131 --> 00:06:04,633
A SETTING WHERE WE WANT PEOPLE

190
00:06:04,633 --> 00:06:07,535
TO APPLY EITHER IN THE CLINICAL

191
00:06:07,535 --> 00:06:11,072
SETTING OR IN THE RESEARCH SET

192
00:06:11,072 --> 00:06:13,141
SETTING, AND FINALLY, HOW CAN WE

193
00:06:13,141 --> 00:06:15,010
CONTINUE LIFELONG LEARNING WITH

194
00:06:15,010 --> 00:06:16,211
MASTERY TO BECOME TRUE EXPERTS

195
00:06:16,211 --> 00:06:18,213
IN THE THINGS THAT WE'RE DOING.

196
00:06:18,213 --> 00:06:19,948
SO LET'S START WITH TALKING

197
00:06:19,948 --> 00:06:22,050
ABOUT UNDERSTANDING, AND IN THIS

198
00:06:22,050 --> 00:06:23,985
SECTION, I'M GOING TO FOCUS ON A

199
00:06:23,985 --> 00:06:27,355
COUPLE DIFFERENT THEORIES, AND

200
00:06:27,355 --> 00:06:28,556
PROVIDE EXAMPLES OF THEIR

201
00:06:28,556 --> 00:06:29,157
PRACTICAL USE.

202
00:06:29,157 --> 00:06:32,661
WE'RE GOING TO TALK ABOUT

203
00:06:32,661 --> 00:06:35,163
COGNITIVE LOAD THEORY, HOW THAT

204
00:06:35,163 --> 00:06:38,300
APPLIES TO MAYER'S MULTIMEDIA

205
00:06:38,300 --> 00:06:39,301
PRINCIPLES AND TALKING ABOUT

206
00:06:39,301 --> 00:06:40,368
ADVANCED ORGANIZERS IN OUR

207
00:06:40,368 --> 00:06:41,536
TEACHING.

208
00:06:41,536 --> 00:06:44,406
SO FIRST I WANT TO START WITH

209
00:06:44,406 --> 00:06:45,573
JUST DISCUSSING WHAT WE KNOW

210
00:06:45,573 --> 00:06:46,775
FROM RESEARCH ABOUT THE PROCESS

211
00:06:46,775 --> 00:06:52,113
OF HOW WE TAKE IN INFORMATION.

212
00:06:52,113 --> 00:06:53,014
SO WHENEVER WE ARE LEARNING

213
00:06:53,014 --> 00:06:54,182
SOMETHING NEW, WE HAVE TWO

214
00:06:54,182 --> 00:06:55,283
CHANNEL THAT WE CAN TAKE IN

215
00:06:55,283 --> 00:06:56,384
INFORMATION FROM.

216
00:06:56,384 --> 00:06:58,019
THROUGH THE VISUAL CHANNEL AND

217
00:06:58,019 --> 00:06:59,688
THE AUDITORY CHANNEL.

218
00:06:59,688 --> 00:07:02,724
AND THESE CAN ACTUALLY BE

219
00:07:02,724 --> 00:07:04,159
COMPLEMENTARY, AND IDEALLY, WE

220
00:07:04,159 --> 00:07:05,560
WANT TO LEVERAGE TO HAVE

221
00:07:05,560 --> 00:07:06,761
SLIGHTLY DIFFERENT INFORMATION

222
00:07:06,761 --> 00:07:08,296
IN EACH CHANNEL, WHICH I'LL TALK

223
00:07:08,296 --> 00:07:10,031
ABOUT A LITTLE BIT MORE IN A

224
00:07:10,031 --> 00:07:12,434
SECOND.

225
00:07:12,434 --> 00:07:13,668
BUT WHEN THIS INFORMATION COMES

226
00:07:13,668 --> 00:07:15,103
IN, IT GOES TO OUR WORKING

227
00:07:15,103 --> 00:07:15,503
MEMORY.

228
00:07:15,503 --> 00:07:17,072
AND OUR WORKING MEMORY CAN ONLY

229
00:07:17,072 --> 00:07:18,907
HOLD ON TO THINGS FOR ABOUT

230
00:07:18,907 --> 00:07:19,341
30 SECONDS.

231
00:07:19,341 --> 00:07:20,575
SO THINK OF THIS AS WHEN YOU'RE

232
00:07:20,575 --> 00:07:21,876
TRYING TO REMEMBER A TELEPHONE

233
00:07:21,876 --> 00:07:23,278
NUMBER AND YOU'RE REPEATING IT

234
00:07:23,278 --> 00:07:25,246
OVER AND OVER TO YOURSELF, AS

235
00:07:25,246 --> 00:07:27,449
YOU'RE TRYING TO REMEMBER AND

236
00:07:27,449 --> 00:07:29,184
RETAIN THAT INFORMATION.

237
00:07:29,184 --> 00:07:32,787
AND SO WE CAN ONLY ATTEND TO

238
00:07:32,787 --> 00:07:33,788
ABOUT FIVE TO SEVEN PIECES OF

239
00:07:33,788 --> 00:07:34,856
INFORMATION IN THAT WORKING

240
00:07:34,856 --> 00:07:35,290
MEMORY.

241
00:07:35,290 --> 00:07:37,158
AND SO WE HAVE ALL OF THESE

242
00:07:37,158 --> 00:07:40,996
INPUTS THAT WE HAVE IN THE WORLD

243
00:07:40,996 --> 00:07:42,497
AROUND US, BUT WE CAN ONLY FOCUS

244
00:07:42,497 --> 00:07:43,965
ON A FEW THINGS AT A TIME.

245
00:07:43,965 --> 00:07:45,700
SO WHATEVER WE DECIDE TO FOCUS

246
00:07:45,700 --> 00:07:48,136
ON, WE CAN THEN STORE IN OUR

247
00:07:48,136 --> 00:07:48,670
LONG-TERM MEMORY.

248
00:07:48,670 --> 00:07:50,939
SO THIS IS REALLY THE BOTTLENECK

249
00:07:50,939 --> 00:07:53,541
FOR US OF BEING ABLE TO TAKE IN

250
00:07:53,541 --> 00:07:55,543
AND UNDERSTAND INFORMATION, BUT

251
00:07:55,543 --> 00:07:57,312
IN OUR LONG-TERM MEMORY, WE

252
00:07:57,312 --> 00:07:59,547
BELIEVE THAT WE HAVE INFINITE

253
00:07:59,547 --> 00:08:00,715
STORAGE.

254
00:08:00,715 --> 00:08:02,450
AND THEN WE'RE ABLE TO RETRIEVE

255
00:08:02,450 --> 00:08:04,419
THAT INFORMATION OVER TIME, AND

256
00:08:04,419 --> 00:08:05,820
THE NUMBER OF TIMES THAT WE

257
00:08:05,820 --> 00:08:07,722
RETRIEVE THIS INFORMATION, AS

258
00:08:07,722 --> 00:08:09,557
WE'LL TALK ABOUT IN THE NEXT

259
00:08:09,557 --> 00:08:12,427
SECTION ON HOW WE RETAIN, REALLY

260
00:08:12,427 --> 00:08:14,162
HELPS TO STRENGTHEN THAT ABILITY

261
00:08:14,162 --> 00:08:16,564
TO BRING INFORMATION OUT OF OUR

262
00:08:16,564 --> 00:08:19,834
MIND AND USE AND APPLY IT.

263
00:08:19,834 --> 00:08:21,369
SO FIRST LET'S TALK ABOUT THIS

264
00:08:21,369 --> 00:08:23,872
PART OF WORKING MEMORY, AND HOW

265
00:08:23,872 --> 00:08:25,206
CAN WE REALLY MAKE SURE THAT

266
00:08:25,206 --> 00:08:26,174
WHEN WE'RE TEACHING SOMEBODY, WE

267
00:08:26,174 --> 00:08:28,276
DO IT IN AN EFFECTIVE WAY TO

268
00:08:28,276 --> 00:08:30,779
REALLY HELP THEM THEN MOVE

269
00:08:30,779 --> 00:08:32,280
INFORMATION INTO OUR LONG TERM

270
00:08:32,280 --> 00:08:34,682
MEMORY AND STORAGE.

271
00:08:34,682 --> 00:08:36,785
SO THIS IS WHERE COGNITIVE LOAD

272
00:08:36,785 --> 00:08:38,420
THEORY COMES IN, AND I FIND THIS

273
00:08:38,420 --> 00:08:40,321
TO BE THE THEORY THAT COMES UP

274
00:08:40,321 --> 00:08:42,057
AGAIN AND AGAIN WHEN WE'RE

275
00:08:42,057 --> 00:08:43,291
THINKING ABOUT HOW TO TEACH IN

276
00:08:43,291 --> 00:08:44,259
THE CLASSROOM IN THE CLINICAL

277
00:08:44,259 --> 00:08:47,695
SETTING.

278
00:08:47,695 --> 00:08:48,730
SO I'M GOING TO SPEND A LITTLE

279
00:08:48,730 --> 00:08:50,265
BIT OF TIME ON THIS BECAUSE TO

280
00:08:50,265 --> 00:08:51,666
BE HONEST, THE FIRST TIME I WAS

281
00:08:51,666 --> 00:08:53,001
EXPOSED TO THIS, I FOUND IT

282
00:08:53,001 --> 00:08:53,735
REALLY DIFFICULT TO UNDERSTAND

283
00:08:53,735 --> 00:08:54,936
SOME OF THESE CONCEPTS AND TO

284
00:08:54,936 --> 00:08:57,872
THINK WI ABOUT HOW TO APPLY THE.

285
00:08:57,872 --> 00:08:58,940
SO THERE'S THREE COMPONENTS OF

286
00:08:58,940 --> 00:09:00,375
OUR WORKING MEMORY AND THREE

287
00:09:00,375 --> 00:09:04,779
IMOANTS COMPONENTS THAT WE CAN O

288
00:09:04,779 --> 00:09:05,547
REALLY OPTIMIZE INFORMATION

289
00:09:05,547 --> 00:09:06,347
PROCESSING.

290
00:09:06,347 --> 00:09:09,250
SO THERE'S CONCEPT OF INTRINSIC

291
00:09:09,250 --> 00:09:13,021
LOAD, AND THINK OF THIS AS THE

292
00:09:13,021 --> 00:09:13,755
COMPLEXITY OF THE INFORMATION

293
00:09:13,755 --> 00:09:14,122
WE'RE LEARNING.

294
00:09:14,122 --> 00:09:16,091
TO BE HONEST, IT CAN BE A LITTLE

295
00:09:16,091 --> 00:09:17,492
DIFFICULT TO CHANGE THIS.

296
00:09:17,492 --> 00:09:19,094
THERE ARE JUST SOME TOPICS THAT

297
00:09:19,094 --> 00:09:20,895
ARE REALLY COMPLEX, AND SO WE

298
00:09:20,895 --> 00:09:22,197
HAVE TO THINK REALLY CAREFULLY

299
00:09:22,197 --> 00:09:23,932
ABOUT HOW TO MANAGE THAT

300
00:09:23,932 --> 00:09:26,000
INTRINSIC LOAD OF THE

301
00:09:26,000 --> 00:09:27,635
INFORMATION.

302
00:09:27,635 --> 00:09:29,504
EXTRANEOUS LOAD IS LIKE ALL THE

303
00:09:29,504 --> 00:09:30,839
EXTRA STUFF THAT'S DISTRACTING

304
00:09:30,839 --> 00:09:32,440
US FROM LEARNING SOMETHING.

305
00:09:32,440 --> 00:09:34,309
AND THAT CAN BE EXTRA STUFF THAT

306
00:09:34,309 --> 00:09:36,644
WE ARE PROVIDING AS A TEACHER,

307
00:09:36,644 --> 00:09:38,046
IT CAN BE THINGS IN THE

308
00:09:38,046 --> 00:09:39,614
ENVIRONMENT THAT ARE TOTALLY

309
00:09:39,614 --> 00:09:41,516
UNRELATED THAT ARE DISTRACTING

310
00:09:41,516 --> 00:09:42,851
PEOPLE.

311
00:09:42,851 --> 00:09:45,487
AND THEN GERMANE LOAD IS THIS

312
00:09:45,487 --> 00:09:48,423
CONCEPT OF THE EFFORT WE TAKE TO

313
00:09:48,423 --> 00:09:49,290
ORGANIZE INFORMATION.

314
00:09:49,290 --> 00:09:52,060
SO THIS IS THAT WAY THAT YOU'RE

315
00:09:52,060 --> 00:09:53,361
THINKING IN YOUR BRAIN ABOUT

316
00:09:53,361 --> 00:09:54,562
LIKE HOW AM I GOING TO REMEMBER

317
00:09:54,562 --> 00:09:55,864
THIS, HOW DOES THIS CONNECT TO

318
00:09:55,864 --> 00:09:57,165
PRIOR MATERIAL THAT I'VE

319
00:09:57,165 --> 00:09:58,299
LEARNED.

320
00:09:58,299 --> 00:10:00,034
SO LET'S TALK ABOUT STRATEGIES

321
00:10:00,034 --> 00:10:03,838
THAT WE CAN THEN USE TO MANAGE

322
00:10:03,838 --> 00:10:06,241
THESE DIFFERENT PROCESSES.

323
00:10:06,241 --> 00:10:09,110
SO HERE IS THE SAME INFORMATION.

324
00:10:09,110 --> 00:10:10,278
WE'RE GOING TO HAVE A TABLE AND

325
00:10:10,278 --> 00:10:11,079
TALK ABOUT SOME OF THE

326
00:10:11,079 --> 00:10:13,515
STRATEGIES THAT WE CAN USE, AND

327
00:10:13,515 --> 00:10:15,316
SO FIRST TALKING ABOUT INTRINSIC

328
00:10:15,316 --> 00:10:16,551
LOAD, OUR GOAL IS TO REALLY

329
00:10:16,551 --> 00:10:18,953
THINK ABOUT HOW WE CAN DECREASE

330
00:10:18,953 --> 00:10:20,355
COMPLEXITY HERE.

331
00:10:20,355 --> 00:10:22,423
AND THIS IS GOING TO DEPEND ON

332
00:10:22,423 --> 00:10:23,525
THE LEVEL OF YOUR LEARNER,

333
00:10:23,525 --> 00:10:23,958
RIGHT?

334
00:10:23,958 --> 00:10:26,427
SO ALL OF US HAVE TAUGHT AT

335
00:10:26,427 --> 00:10:27,061
DIFFERENT LEVELS.

336
00:10:27,061 --> 00:10:28,663
IF YOU'RE TEACHING A FIRST YEAR

337
00:10:28,663 --> 00:10:30,064
MEDICAL STUDENT WHO HAS ALL

338
00:10:30,064 --> 00:10:31,666
BRAND NEW INFORMATION, HAS NEVER

339
00:10:31,666 --> 00:10:33,601
HEARD ABOUT A TOPIC, WHAT THEY

340
00:10:33,601 --> 00:10:35,003
CAN TAKE IN IS VERY DIFFERENT

341
00:10:35,003 --> 00:10:37,639
FROM AN EXPERT IN THE FIELD AT A

342
00:10:37,639 --> 00:10:38,740
CONFERENCE THAT WE'RE TEACHING

343
00:10:38,740 --> 00:10:40,041
AT WHERE PEOPLE KNOW MOST OF THE

344
00:10:40,041 --> 00:10:41,376
INFORMATION.

345
00:10:41,376 --> 00:10:43,645
AND SO HOW COMPLEX REALLY

346
00:10:43,645 --> 00:10:45,180
DIFFERS DEPENDING ON YOUR

347
00:10:45,180 --> 00:10:46,614
AUDIENCE, AND THINGS NEED TO BE

348
00:10:46,614 --> 00:10:48,149
ADJUSTED ACCORDINGLY TO HELP

349
00:10:48,149 --> 00:10:49,784
PEOPLE UNDERSTAND.

350
00:10:49,784 --> 00:10:53,821
SO STRATEGIES WE CAN USE, ONE IS

351
00:10:53,821 --> 00:10:55,056
PREVIEWING, REALLY HELPING

352
00:10:55,056 --> 00:10:56,591
PEOPLE SEE SOME OF THE TERMS

353
00:10:56,591 --> 00:10:58,359
AHEAD OF TIME BEFORE WE TALK

354
00:10:58,359 --> 00:10:59,861
ABOUT THEM SO THEY CAN TRY TO

355
00:10:59,861 --> 00:11:02,931
DIGEST AND UNDERSTAND.

356
00:11:02,931 --> 00:11:04,766
THEN THINKING ABOUT HOW TO

357
00:11:04,766 --> 00:11:05,967
DECREASE AND SIMPLIFY.

358
00:11:05,967 --> 00:11:07,302
AGAIN, ACCORDING TO WHO THE

359
00:11:07,302 --> 00:11:08,937
AUDIENCE IS AND WHAT THEIR

360
00:11:08,937 --> 00:11:10,004
BASELINE LEVEL OF UNDERSTANDING

361
00:11:10,004 --> 00:11:10,338
IS.

362
00:11:10,338 --> 00:11:12,307
AND THEN YOU CAN CONTINUE TO

363
00:11:12,307 --> 00:11:16,277
BUILD COMPLEXITY OVER TIME.

364
00:11:16,277 --> 00:11:17,812
AND THEN USING ANALOGIES THAT

365
00:11:17,812 --> 00:11:19,647
WOULD BE FAMILIAR TO PEOPLE.

366
00:11:19,647 --> 00:11:21,049
NOW, THIS CAN BE TRICKY BECAUSE

367
00:11:21,049 --> 00:11:23,017
SOME OF US MAY BE FAMILIAR WITH

368
00:11:23,017 --> 00:11:25,119
DIFFERENT TYPES OF ANALOGIES,

369
00:11:25,119 --> 00:11:26,754
BUT FOR EXAMPLE, IN PHYSICS,

370
00:11:26,754 --> 00:11:30,792
THIS IS USED FREQUENTLY, RIGHT?

371
00:11:30,792 --> 00:11:31,859
OR WHEN WE'RE TALKING ABOUT THE

372
00:11:31,859 --> 00:11:34,195
LUNGS AND HOW THE ALVEOLI

373
00:11:34,195 --> 00:11:35,863
EXPAND, MOST OF US HAVE HEARD

374
00:11:35,863 --> 00:11:36,664
ABOUT PEOPLE TALKING ABOUT

375
00:11:36,664 --> 00:11:38,032
BLOWING UP A BALLOON AND USING

376
00:11:38,032 --> 00:11:39,767
THAT AS AN ANALOGY TO HELP US

377
00:11:39,767 --> 00:11:40,201
UNDERSTAND.

378
00:11:40,201 --> 00:11:42,303
SO IT HELPS TO UNDERSTAND THOSE

379
00:11:42,303 --> 00:11:45,006
PROCESSES.

380
00:11:45,006 --> 00:11:46,441
SO WAYS THAT WE CAN DO THIS AND

381
00:11:46,441 --> 00:11:48,843
THAT I DO THIS IN THE CLINICAL

382
00:11:48,843 --> 00:11:52,580
SETTING, SO ONE IS WHEN I DO

383
00:11:52,580 --> 00:11:53,348
CHALK TALKS, EVERY DAY BEFORE

384
00:11:53,348 --> 00:11:56,017
ROUNDS, I DO ABOUT A 10 TO 15

385
00:11:56,017 --> 00:11:58,486
MINUTE CHALK TALK ON SOME TOPICS

386
00:11:58,486 --> 00:11:59,787
TO OUR RESIDENTS AND FELLOW.

387
00:11:59,787 --> 00:12:01,956
SO OFTEN I'LL PREVIEW THE

388
00:12:01,956 --> 00:12:02,624
CONTENT FOR THEM.

389
00:12:02,624 --> 00:12:03,891
I MIGHT SHARE A PODCAST.

390
00:12:03,891 --> 00:12:05,693
THEY LOVE LISTENING TO PODCASTS.

391
00:12:05,693 --> 00:12:07,128
I LIVE IN ATLANTA, WE HAVE A

392
00:12:07,128 --> 00:12:09,864
LONG COMMUTE, AND SO I SHARE

393
00:12:09,864 --> 00:12:10,832
THAT PEOPLE BECOME FAMILIAR WITH

394
00:12:10,832 --> 00:12:11,966
SOME OF THE CONTENT, FAMILIAR

395
00:12:11,966 --> 00:12:12,800
WITH SOME OF THE THINGS, AND

396
00:12:12,800 --> 00:12:16,104
THEN THE NEXT DAY, WHEN I DO A

397
00:12:16,104 --> 00:12:17,171
CHALK TALK, I THINK ABOUT HOW

398
00:12:17,171 --> 00:12:18,606
CAN I SIMPLIFY THIS INFORMATION

399
00:12:18,606 --> 00:12:20,341
AND PROVIDE STRUCTURE IN

400
00:12:20,341 --> 00:12:21,009
BUCKETS.

401
00:12:21,009 --> 00:12:22,410
SO FOR EXAMPLE, THIS IS A TALK I

402
00:12:22,410 --> 00:12:24,479
GAVE EARLIER THIS MONTH WITH MY

403
00:12:24,479 --> 00:12:28,016
BRAND NEW INTERNS AND MY BRAND

404
00:12:28,016 --> 00:12:30,885
NEW FELLOW ON CULTURE NEGATIVE

405
00:12:30,885 --> 00:12:31,719
ENDOCARDITIS.

406
00:12:31,719 --> 00:12:32,954
SO I PROVIDED KIND OF THREE

407
00:12:32,954 --> 00:12:34,088
DIFFERENT BUCKETS OF ORGANISMS

408
00:12:34,088 --> 00:12:35,556
THAT THEY COULD THINK ABOUT.

409
00:12:35,556 --> 00:12:37,191
THAT WAS A STRUCTURE THAT HELPED

410
00:12:37,191 --> 00:12:39,127
THEM AS WE'LL TALK ABOUT WITH

411
00:12:39,127 --> 00:12:40,361
GERMANE LOAD, BUT I DIDN'T TELL

412
00:12:40,361 --> 00:12:41,896
THEM EVERYTHING I KNEW ABOUT IT,

413
00:12:41,896 --> 00:12:43,097
BECAUSE THEY COULDN'T TAKE ALL

414
00:12:43,097 --> 00:12:43,665
THAT IN.

415
00:12:43,665 --> 00:12:46,034
I FOCUSED INSTEAD ON WHAT ARE

416
00:12:46,034 --> 00:12:47,468
THE KEY ORGANISMS I WANTED THEM

417
00:12:47,468 --> 00:12:49,337
TO KNOW, AND THEN YOU CAN BUILD

418
00:12:49,337 --> 00:12:50,638
ON THAT OVER TIME.

419
00:12:50,638 --> 00:12:52,507
SOY DIDN'T TALK ABOUT

420
00:12:52,507 --> 00:12:53,808
DIAGNOSTICS, I DIDN'T TALK ABOUT

421
00:12:53,808 --> 00:12:54,142
TREATMENT.

422
00:12:54,142 --> 00:12:55,443
ALL OF THAT WOULD HAVE BEEN TOO

423
00:12:55,443 --> 00:12:58,079
MUCH FOR THEM.

424
00:12:58,079 --> 00:12:59,514
ALL RIGHT, WHAT ABOUT EXTRANEOUS

425
00:12:59,514 --> 00:13:00,181
LOAD?

426
00:13:00,181 --> 00:13:01,482
THIS AGAIN IS KIND OF THAT

427
00:13:01,482 --> 00:13:04,919
DISTRACTION FROM MATERIAL SO

428
00:13:04,919 --> 00:13:06,654
AGAIN WE'RE TRYING TO DECREASE

429
00:13:06,654 --> 00:13:07,655
EXTRANEOUS LOAD WHEN WE'RE

430
00:13:07,655 --> 00:13:08,923
TEACHING, SO ONE WAY TO DO THIS

431
00:13:08,923 --> 00:13:11,159
IS MAKING SURE THAT WE'RE

432
00:13:11,159 --> 00:13:13,328
PROVIDING STREAMLINED RESOURCES

433
00:13:13,328 --> 00:13:14,195
TO PEOPLE.

434
00:13:14,195 --> 00:13:15,997
I THINK A LOT OF TIMES WE GET

435
00:13:15,997 --> 00:13:17,165
EXCITED ABOUT A TOPIC.

436
00:13:17,165 --> 00:13:19,133
I HAVE LIKE 10 ARTICLES ON FEVER

437
00:13:19,133 --> 00:13:20,668
OF UNKNOWN ORIGIN THAT I CAN

438
00:13:20,668 --> 00:13:22,203
SEND TO PEOPLE, BUT THEN THEY

439
00:13:22,203 --> 00:13:23,838
BECOME OVERWHELMED WITH THE

440
00:13:23,838 --> 00:13:25,073
SELECTION OF THE MATERIAL AND

441
00:13:25,073 --> 00:13:26,574
CAN'T REALLY FOCUS ON THAT

442
00:13:26,574 --> 00:13:29,610
LEARNING PIECE.

443
00:13:29,610 --> 00:13:32,580
WE CAN LIMIT TEXT IN PICTURES

444
00:13:32,580 --> 00:13:34,882
TO, AGAIN, PEEL DOWN TO ONLY THE

445
00:13:34,882 --> 00:13:35,950
NECESSARY CONTENT, AND I'M GOING

446
00:13:35,950 --> 00:13:37,151
TO PROVIDE SOME SPECIFIC

447
00:13:37,151 --> 00:13:39,587
EXAMPLES OF HOW TO DO THIS.

448
00:13:39,587 --> 00:13:40,655
WE'LL TALK ABOUT THIS A LOT

449
00:13:40,655 --> 00:13:40,988
MORE.

450
00:13:40,988 --> 00:13:42,990
AND THEN ELIMINATING

451
00:13:42,990 --> 00:13:43,758
DISTRACTIONS AROUND.

452
00:13:43,758 --> 00:13:44,959
ASKING PEOPLE IN THE CLASSROOM

453
00:13:44,959 --> 00:13:46,828
TO CLOSE THEIR LAPTOPS, TO PUT

454
00:13:46,828 --> 00:13:49,430
THEIR PHONES AWAY.

455
00:13:49,430 --> 00:13:51,366
WE STILL HAVE PAGERS AT OUR

456
00:13:51,366 --> 00:13:51,766
INSTITUTION.

457
00:13:51,766 --> 00:13:53,401
I DON'T KNOW ABOUT YOU, BUT YOU

458
00:13:53,401 --> 00:13:55,536
KNOW, TAKING THE PAGER AWAY FROM

459
00:13:55,536 --> 00:13:56,871
THE FELLOW WHEN WE'RE DOING A

460
00:13:56,871 --> 00:13:57,739
TEACHING SESSION SO THEY HAVE

461
00:13:57,739 --> 00:13:59,374
TIME TO REALLY PAY ATTENTION AND

462
00:13:59,374 --> 00:14:01,242
LEARN AND DON'T HAVE THESE

463
00:14:01,242 --> 00:14:05,546
CONTINUAL DISTRACTIONS.

464
00:14:05,546 --> 00:14:06,481
SO AGAIN IN THE CLINICAL

465
00:14:06,481 --> 00:14:07,715
SETTING, PROVIDING A SINGLE

466
00:14:07,715 --> 00:14:07,982
RESOURCE.

467
00:14:07,982 --> 00:14:09,217
I ALREADY TALKED ABOUT WHEN I

468
00:14:09,217 --> 00:14:10,651
WANT TO TEACH ABOUT FEVER OF

469
00:14:10,651 --> 00:14:12,086
UNKNOWN ORIGIN OR PROVIDE

470
00:14:12,086 --> 00:14:14,055
RESOURCES, I TRY TO PROVIDE JUST

471
00:14:14,055 --> 00:14:16,057
ONE ARTICLE TO PEOPLE OR ONE

472
00:14:16,057 --> 00:14:17,525
RESOURCE THAT COMBINES IT.

473
00:14:17,525 --> 00:14:19,160
I TRY TO TAKE AWAY THEIR PAGER

474
00:14:19,160 --> 00:14:20,695
WHEN I'M DOING THE TEACHING.

475
00:14:20,695 --> 00:14:22,130
SO THINKING ABOUT HOW WE CAN DO

476
00:14:22,130 --> 00:14:26,067
THAT IN THE CLINICAL SETTING.

477
00:14:26,067 --> 00:14:27,835
NOW, WHEN WE'RE TALKING ABOUT

478
00:14:27,835 --> 00:14:30,638
LIMITING TEXT IN PICTURES, THIS

479
00:14:30,638 --> 00:14:31,873
IS REALLY IMPORTANT FOR US TO

480
00:14:31,873 --> 00:14:32,740
THINK ABOUT WHENEVER WE'RE

481
00:14:32,740 --> 00:14:34,776
GIVING ANY KIND OF MULTIMEDIA

482
00:14:34,776 --> 00:14:35,476
PRESENTATION.

483
00:14:35,476 --> 00:14:37,645
AND I THINK THIS HAS BECOME MORE

484
00:14:37,645 --> 00:14:41,482
AND MORE DIFFICULT OVER TIME,

485
00:14:41,482 --> 00:14:43,151
WHEN WE WOULD GIVE CHALK TALKS.

486
00:14:43,151 --> 00:14:44,485
IT'S A LITTLE BIT EASIER BECAUSE

487
00:14:44,485 --> 00:14:46,287
YOU HAVE TO DRAW ALL THAT

488
00:14:46,287 --> 00:14:47,388
INFORMATION, THAT AUTOMATICALLY

489
00:14:47,388 --> 00:14:48,923
MAKES YOU ELIMINATE THINGS, BUT

490
00:14:48,923 --> 00:14:50,992
IT'S REALLY EASY TO COPY AND

491
00:14:50,992 --> 00:14:52,326
PASTE THINGS ON SLIDES, TO ADD A

492
00:14:52,326 --> 00:14:53,928
LOT OF TEXT THAT HELPS US

493
00:14:53,928 --> 00:14:54,962
REMEMBER THINGS WHEN WE'RE

494
00:14:54,962 --> 00:14:56,063
TEACHING, AND IT TAKES A LOT

495
00:14:56,063 --> 00:14:57,698
MORE EFFORT TO ACTUALLY DECREASE

496
00:14:57,698 --> 00:15:00,201
WHAT'S ON THE SLIDES.

497
00:15:00,201 --> 00:15:02,603
SO THIS IS WHERE MAYER'S

498
00:15:02,603 --> 00:15:03,271
MULTIMEDIA PRINCIPLES COME INTO

499
00:15:03,271 --> 00:15:03,704
PLAY.

500
00:15:03,704 --> 00:15:04,572
THIS IS SOMETHING THAT YOU CAN

501
00:15:04,572 --> 00:15:05,640
LOOK UP ON YOUTUBE.

502
00:15:05,640 --> 00:15:08,709
THERE'S SOME GREAT VIDEOS THAT

503
00:15:08,709 --> 00:15:10,144
GO OVER EXPLICIT EXAMPLES OF

504
00:15:10,144 --> 00:15:11,345
THIS, AND I'M GOING TO TOUCH ON

505
00:15:11,345 --> 00:15:14,949
JUST A COUPLE, AND WHAT THIS

506
00:15:14,949 --> 00:15:16,584
REALLY TAKES ADVANTAGE OF IS

507
00:15:16,584 --> 00:15:18,586
THIS IDEAL OF THE DUAL CHANNEL

508
00:15:18,586 --> 00:15:20,321
PROCESSING THAT I MENTIONED, HOW

509
00:15:20,321 --> 00:15:21,956
WE CAN TAKE IN THINGS FROM BOTH

510
00:15:21,956 --> 00:15:23,691
THE VISUAL AND THE AUDITORY

511
00:15:23,691 --> 00:15:25,026
CHANNELS.

512
00:15:25,026 --> 00:15:28,062
AND SO WE CAN TAKE IN EQUAL

513
00:15:28,062 --> 00:15:29,730
INFORMATION FROM BOTH OF THESE

514
00:15:29,730 --> 00:15:31,599
IN AN ADDITIVE WAY, BUT YOU

515
00:15:31,599 --> 00:15:33,334
DON'T WANT TO HAVE THE SAME

516
00:15:33,334 --> 00:15:34,335
INFORMATION GOING INTO BOTH OF

517
00:15:34,335 --> 00:15:35,503
THEM.

518
00:15:35,503 --> 00:15:36,604
SO FOR EXAMPLE, YOU DON'T WANT

519
00:15:36,604 --> 00:15:39,140
TO HAVE A SENTENCE ON THE SLIDE

520
00:15:39,140 --> 00:15:40,875
THAT'S THE SAME THING THAT YOU

521
00:15:40,875 --> 00:15:42,043
READ, BECAUSE WE'RE ONLY GOING

522
00:15:42,043 --> 00:15:43,277
TO DO ONE OR THE OTHER, WE'RE

523
00:15:43,277 --> 00:15:44,812
EITHER GOING TO READ IT OR WE'RE

524
00:15:44,812 --> 00:15:45,480
GOING TO LISTEN.

525
00:15:45,480 --> 00:15:47,782
SO YOU WANT TO THINK ABOUT HOW

526
00:15:47,782 --> 00:15:49,717
CAN YOU MAXIMIZE BY PROVIDING

527
00:15:49,717 --> 00:15:51,252
COMPLEMENTARY INFORMATION.

528
00:15:51,252 --> 00:15:54,856
AND SO SOME OF THE IMPORTANT

529
00:15:54,856 --> 00:15:56,257
MAYER'S MULTIMEDIA PRINCIPLES,

530
00:15:56,257 --> 00:15:57,925
ONE IS WHAT I TALKED ABOUT WITH

531
00:15:57,925 --> 00:15:59,360
INTRINSIC LOAD, RIGHT, THE IDEA

532
00:15:59,360 --> 00:16:02,763
OF PRETRAINING WITH KEY CONCEPTS

533
00:16:02,763 --> 00:16:04,265
AND TERMS, THE ROAD MAP I

534
00:16:04,265 --> 00:16:05,500
PROVIDED AT THE BEGINNING OF

535
00:16:05,500 --> 00:16:06,400
THIS TALK THAT SHOWED SOME OF

536
00:16:06,400 --> 00:16:07,668
THE TERMS THAT WE'D BE TALKING

537
00:16:07,668 --> 00:16:12,173
ABOUT.

538
00:16:12,173 --> 00:16:13,174
THINKING ABOUT HOW TO USE MORE

539
00:16:13,174 --> 00:16:14,575
THAN JUST WORDS BUT IN A WAY

540
00:16:14,575 --> 00:16:15,476
THAT'S COMPLEMENTARY, SO

541
00:16:15,476 --> 00:16:16,844
THINKING ABOUT HOW DO YOU

542
00:16:16,844 --> 00:16:17,278
UTILIZE PICTURES.

543
00:16:17,278 --> 00:16:18,946
WE DO THIS ALL THE TIME IN

544
00:16:18,946 --> 00:16:20,047
RESEARCH WHEN WE'RE TRYING TO

545
00:16:20,047 --> 00:16:21,649
PRESENT OUR FINDINGS, THINKING

546
00:16:21,649 --> 00:16:22,984
ABOUT HOW TO USE GRAPHS AND

547
00:16:22,984 --> 00:16:24,952
FIGURES IN A WAY THAT PROVIDES A

548
00:16:24,952 --> 00:16:28,022
LOT MORE INFORMATION AT ONE

549
00:16:28,022 --> 00:16:29,524
TIME.

550
00:16:29,524 --> 00:16:31,292
THINKING OF COHERENCE OR HOW DO

551
00:16:31,292 --> 00:16:32,393
WE ELIMINATE THE EXTRA.

552
00:16:32,393 --> 00:16:34,262
SO REALLY LOOKING AT A SLIDE AND

553
00:16:34,262 --> 00:16:35,563
TAKING AWAY EVERYTHING THAT

554
00:16:35,563 --> 00:16:40,368
ISN'T NECESSARY TO BE THERE.

555
00:16:40,368 --> 00:16:42,103
THINKING ABOUT SPATIAL AND

556
00:16:42,103 --> 00:16:43,538
TEMPORAL CONTIGUITY.

557
00:16:43,538 --> 00:16:44,872
SO FOR EXAMPLE, IF YOU'RE

558
00:16:44,872 --> 00:16:46,741
LABELING A SLIDE, HAVING THE

559
00:16:46,741 --> 00:16:47,808
WORD RIGHT NEXT TO IT.

560
00:16:47,808 --> 00:16:49,410
IF YOU HAVE A GRAPH, INSTEAD OF

561
00:16:49,410 --> 00:16:51,546
HAVING A LEGEND AT THE OTHER END

562
00:16:51,546 --> 00:16:54,048
OF A GRAPH, HAVING LINES LABELED

563
00:16:54,048 --> 00:16:55,383
RIGHT ON TOP OF THEM.

564
00:16:55,383 --> 00:16:57,685
THESE ARE THINGS THAT MAKE IT

565
00:16:57,685 --> 00:16:59,554
MUCH EASIER FOR US TO FOCUS AND

566
00:16:59,554 --> 00:17:01,055
ATTEND TO THAT.

567
00:17:01,055 --> 00:17:02,490
SIGNALING IS USING CUES TO

568
00:17:02,490 --> 00:17:02,823
HIGHLIGHT.

569
00:17:02,823 --> 00:17:04,559
YOU CAN USE THINGS LIKE

570
00:17:04,559 --> 00:17:06,961
PROGRESSIVE ANIMATION, YOU CAN

571
00:17:06,961 --> 00:17:08,496
USE COLOR LIKE I'VE USED BLUE ON

572
00:17:08,496 --> 00:17:09,564
THESE SLIDES TO HIGHLIGHT SOME

573
00:17:09,564 --> 00:17:12,333
OF THE KEYWORDS.

574
00:17:12,333 --> 00:17:14,168
AND THEN PERSONALIZATION.

575
00:17:14,168 --> 00:17:16,103
WE KNOW THAT A CONVERSATIONAL

576
00:17:16,103 --> 00:17:17,705
TONE IS MUCH EASIER FOR PEOPLE

577
00:17:17,705 --> 00:17:20,174
TO TAKE IN AND UNDERSTAND THAN A

578
00:17:20,174 --> 00:17:22,009
FORMAL SCRIPT, AND SO TRYING TO

579
00:17:22,009 --> 00:17:24,245
AVOID SCRIPTING OUR TALKS TOO

580
00:17:24,245 --> 00:17:25,680
MUCH, AND REALLY PRACTICING

581
00:17:25,680 --> 00:17:28,482
WITHOUT HAVING WORDS KIND OF ON

582
00:17:28,482 --> 00:17:29,617
PRESENTER VIEW, PEOPLE ARE ABLE

583
00:17:29,617 --> 00:17:31,252
TO TAKE IT IN MUCH BETTER.

584
00:17:31,252 --> 00:17:34,021
THIS IS PROBABLY WHY STORIES

585
00:17:34,021 --> 00:17:35,756
WORK REALLY WELL WHEN TEACHING

586
00:17:35,756 --> 00:17:37,258
BECAUSE WE'RE FORCED TO TAKE ON

587
00:17:37,258 --> 00:17:40,761
A CONVERSATIONAL TONE.

588
00:17:40,761 --> 00:17:43,497
SO DOES THIS WORK?

589
00:17:43,497 --> 00:17:44,765
THE SHORT ANSWER IS YES.

590
00:17:44,765 --> 00:17:46,000
THERE HAVE BEEN MULTIPLE STUDIES

591
00:17:46,000 --> 00:17:47,134
LOOKING AT THIS, BUT I REALLY

592
00:17:47,134 --> 00:17:48,402
LIKE THIS ONE FROM MEDICAL

593
00:17:48,402 --> 00:17:50,304
EDUCATION THAT WAS ACTUALLY A

594
00:17:50,304 --> 00:17:51,806
PRIOR GRADUATE OF MY MASTERS OF

595
00:17:51,806 --> 00:17:53,040
HEALTH PROFESSIONS EDUCATION

596
00:17:53,040 --> 00:17:53,874
PROGRAM.

597
00:17:53,874 --> 00:17:55,743
AND SO WHAT THEY DID WAS THEY

598
00:17:55,743 --> 00:17:57,812
ACTUALLY TOOK MEDICAL SCHOOL

599
00:17:57,812 --> 00:17:59,580
LECTURES, THEY HAD A COUPLE

600
00:17:59,580 --> 00:18:01,882
COURSES, AND THEY WORKED ON

601
00:18:01,882 --> 00:18:03,250
APPLYING MAYER'S MULTIMEDIA

602
00:18:03,250 --> 00:18:04,619
PRINCIPLES TO THE SLIDES.

603
00:18:04,619 --> 00:18:06,253
SO HERE'S AN EXAMPLE OF ONE OF

604
00:18:06,253 --> 00:18:08,823
THE SLIDES BEFORE.

605
00:18:08,823 --> 00:18:14,996
AND SO THIS IS TALKING ABOUT

606
00:18:14,996 --> 00:18:18,866
SWAN-GANZ CATHETERS, BEING ABLE

607
00:18:18,866 --> 00:18:19,767
TO TELL WHAT PART OF THE

608
00:18:19,767 --> 00:18:20,334
WAVEFORM IT'S IN.

609
00:18:20,334 --> 00:18:22,536
SO THEY FOLLOW A LOT OF THE

610
00:18:22,536 --> 00:18:24,171
PRINCIPLES WE'VE LEARNED ABOUT

611
00:18:24,171 --> 00:18:25,606
MULTIMEDIA PRESENTATIONS.

612
00:18:25,606 --> 00:18:27,341
THERE'S PICTURES HERE, THERE'S

613
00:18:27,341 --> 00:18:28,376
IMAGES, THERE'S NOT MANY WORDS,

614
00:18:28,376 --> 00:18:30,645
THEY PROVIDE A KEY TITLE ON TOP,

615
00:18:30,645 --> 00:18:33,147
AND SO ON FIRST GLANCE, THIS MAY

616
00:18:33,147 --> 00:18:38,953
SEEM TO BE AN EFFECTIVE SLIDE.

617
00:18:38,953 --> 00:18:40,154
BUT THEY MADE IT EVEN BETTER

618
00:18:40,154 --> 00:18:41,389
AFTER AND THEY SHOWED BY DOING

619
00:18:41,389 --> 00:18:42,890
THIS IN LECTURES, NOT CHANGING

620
00:18:42,890 --> 00:18:45,626
ANY OF THE CONTENT, THAT

621
00:18:45,626 --> 00:18:48,262
KNOWLEDGE IMPROVED IN THE GROUP

622
00:18:48,262 --> 00:18:51,632
WHO HAD THE NEWER SLIDES.

623
00:18:51,632 --> 00:18:53,267
SO LET'S TALK ABOUT SOME OF THE

624
00:18:53,267 --> 00:18:56,437
EX-PREXPLICIT THINGS THEY DID H.

625
00:18:56,437 --> 00:18:58,305
SO ONE IS, THEY ELIMINATED

626
00:18:58,305 --> 00:18:59,407
UNNECESSARY THINGS.

627
00:18:59,407 --> 00:19:01,809
THE COHERENCE PRINCIPLE.

628
00:19:01,809 --> 00:19:02,810
SO PEOPLE THOUGHT THEY WERE

629
00:19:02,810 --> 00:19:04,111
PROVIDING A HELPFUL ANALOGY,

630
00:19:04,111 --> 00:19:05,079
RIGHT?

631
00:19:05,079 --> 00:19:06,681
LIKE, IT'S LIKE SURFING THROUGH

632
00:19:06,681 --> 00:19:07,181
THE BLOODSTREAM.

633
00:19:07,181 --> 00:19:08,482
BUT THAT DOESN'T REALLY HELP

634
00:19:08,482 --> 00:19:09,684
UNDERSTAND ANYTHING.

635
00:19:09,684 --> 00:19:10,117
RIGHT?

636
00:19:10,117 --> 00:19:12,453
THAT DOESN'T, LIKE, DESCRIBE A

637
00:19:12,453 --> 00:19:14,088
PROCESS THAT HELPS UNDERSTAND

638
00:19:14,088 --> 00:19:16,190
WHERE THINGS ARE AT DIFFERENT

639
00:19:16,190 --> 00:19:17,792
PLACES, AND SO ALTHOUGH IT AN

640
00:19:17,792 --> 00:19:19,160
ANALOGY, IT'S NOT REALLY A

641
00:19:19,160 --> 00:19:22,596
HELPFUL ONE TO UNDERSTAND.

642
00:19:22,596 --> 00:19:25,132
THEY USED SIGNALING TO HIGHLIGHT

643
00:19:25,132 --> 00:19:26,967
ONLY THE ESSENTIAL MATERIAL, SO

644
00:19:26,967 --> 00:19:29,370
WHAT THEY WANTED PEOPLE TO KNOW

645
00:19:29,370 --> 00:19:30,571
WAS JUST WHAT WAVEFORMS ARE IN

646
00:19:30,571 --> 00:19:32,073
WHAT PART OF THE HEART, SO

647
00:19:32,073 --> 00:19:33,107
THAT'S WHAT THEY HAVE ON THERE

648
00:19:33,107 --> 00:19:34,875
AND THEY HAVE ARROWS POINTING TO

649
00:19:34,875 --> 00:19:38,145
THE EXACT PART.

650
00:19:38,145 --> 00:19:39,914
THEY USE WORDS AND PICTURES

651
00:19:39,914 --> 00:19:41,315
RATHER THAN JUST WORDS.

652
00:19:41,315 --> 00:19:43,150
IT'S MUCH EASIER TO LIKE SEE

653
00:19:43,150 --> 00:19:45,553
THESE TRACINGS AND TO SEE THE

654
00:19:45,553 --> 00:19:47,254
PART OF THE HEART THAT IT'S IN

655
00:19:47,254 --> 00:19:49,390
RATHER THAN JUST SAYING RIGHT

656
00:19:49,390 --> 00:19:50,157
VENTRICLE, LEFT VENTRICLE AND

657
00:19:50,157 --> 00:19:52,460
THINGS LIKE THAT.

658
00:19:52,460 --> 00:19:54,028
AND SPATIAL CONTIGUITY

659
00:19:54,028 --> 00:19:54,628
PRINCIPLE, RIGHT?

660
00:19:54,628 --> 00:19:56,263
THEY HAVE THE WAVEFORM RIGHT

661
00:19:56,263 --> 00:19:57,498
NEXT TO EACH CHAMBER OF THE

662
00:19:57,498 --> 00:19:58,799
HEART THAT IT APPLIES TO.

663
00:19:58,799 --> 00:20:00,901
AND SO I'M SURE MANY OF US, WHEN

664
00:20:00,901 --> 00:20:04,038
WE HAVE BEEN TAKING TESTS OR

665
00:20:04,038 --> 00:20:05,372
REMEMBERING THINGS, CAN THINK

666
00:20:05,372 --> 00:20:07,007
BACK TO SPECIFIC IMAGES OR

667
00:20:07,007 --> 00:20:08,109
FIGURES OR SLIDES THAT REALLY

668
00:20:08,109 --> 00:20:09,877
HELP US RETAIN AND BRING BACK

669
00:20:09,877 --> 00:20:11,078
THAT MATERIAL AND THIS IS AN

670
00:20:11,078 --> 00:20:12,413
EXAMPLE OF HOW THAT CAN BE

671
00:20:12,413 --> 00:20:16,951
EFFECTIVE.

672
00:20:16,951 --> 00:20:17,518
LASTLY, GERMANE LOAD.

673
00:20:17,518 --> 00:20:18,819
THIS IS THE EFFORT IT TAKES US

674
00:20:18,819 --> 00:20:21,889
TO ORGANIZE THE MATERIAL, AND SO

675
00:20:21,889 --> 00:20:23,624
THINGS THAT WE CAN DO HERE FOR

676
00:20:23,624 --> 00:20:26,060
OUR LEARNERS, WE REALLY WANT TO

677
00:20:26,060 --> 00:20:27,561
FOCUS ON INCREASING GERMANE

678
00:20:27,561 --> 00:20:30,831
LOAD, INCREASING THAT

679
00:20:30,831 --> 00:20:31,699
ORGANIZATION.

680
00:20:31,699 --> 00:20:32,833
WE CAN DO THAT BY REFERENCING

681
00:20:32,833 --> 00:20:35,669
PRIOR KNOWLEDGE.

682
00:20:35,669 --> 00:20:36,637
SO REALLY HOPING TO BUILD ON

683
00:20:36,637 --> 00:20:38,072
WHAT THEY ALREADY KNOW.

684
00:20:38,072 --> 00:20:39,373
TO DO THAT, WE HAVE TO KNOW

685
00:20:39,373 --> 00:20:42,910
WHERE THEY'RE STARTING AT.

686
00:20:42,910 --> 00:20:44,011
THEN PROVIDING ORGANIZATIONAL

687
00:20:44,011 --> 00:20:45,279
TOOLS, AND I'LL SHOW SOME

688
00:20:45,279 --> 00:20:47,248
EXAMPLES, TO REALLY ORGANIZE THE

689
00:20:47,248 --> 00:20:48,783
INFORMATION IN SOME TYPE OF

690
00:20:48,783 --> 00:20:52,620
STRUCTURE OR HIERARCHY.

691
00:20:52,620 --> 00:20:54,054
SO WE ALL DO THIS IN THE

692
00:20:54,054 --> 00:20:55,456
CLINICAL SETTING ALREADY WITH

693
00:20:55,456 --> 00:20:56,023
LEARNERS, RIGHT?

694
00:20:56,023 --> 00:20:58,959
THIS IS THE SOCRATIC TEACHING AS

695
00:20:58,959 --> 00:20:59,860
WE THINK ABOUT IT.

696
00:20:59,860 --> 00:21:02,897
SO WHEN I'M TEACHING ABOUT

697
00:21:02,897 --> 00:21:03,564
CULTURE-NEGATIVE ENDOCARDITIS,

698
00:21:03,564 --> 00:21:05,833
BEFORE I JUST LAUNCH INTO A

699
00:21:05,833 --> 00:21:08,936
CHALK TALK, I MAY SAY HOW DO YOU

700
00:21:08,936 --> 00:21:11,138
APPROACH THE DIAGNOSIS OF

701
00:21:11,138 --> 00:21:12,606
CULTURE NEGATIVE ENDOCARDITIS?

702
00:21:12,606 --> 00:21:13,808
I FIND OUT WHERE THEY'RE AT,

703
00:21:13,808 --> 00:21:14,909
WHAT THEIR KNOWLEDGE IS AND THEN

704
00:21:14,909 --> 00:21:16,343
I KIND OF BUILD ON THAT.

705
00:21:16,343 --> 00:21:17,678
THEN THINKING ABOUT HOW TO

706
00:21:17,678 --> 00:21:18,979
ORGANIZE THINGS, SO THIS IS

707
00:21:18,979 --> 00:21:20,948
ANOTHER CHALK TALK THAT I GAVE

708
00:21:20,948 --> 00:21:28,589
EARLY IN JULY AND THIS WAS ON

709
00:21:28,589 --> 00:21:31,091
ENVAL LINE BLOODSTREAM

710
00:21:31,091 --> 00:21:31,559
INFECTIONS.

711
00:21:31,559 --> 00:21:32,493
AGAIN NOT A LOT OF INFORMATION

712
00:21:32,493 --> 00:21:35,830
THERE BUT I ORGANIZED THE WAY I

713
00:21:35,830 --> 00:21:37,231
WANT THEM TO APPROACH IN A

714
00:21:37,231 --> 00:21:38,666
PROCESS TO HELP THEM ORGANIZE IT

715
00:21:38,666 --> 00:21:40,067
IN THEIR HEAD RATHER THAN KIND

716
00:21:40,067 --> 00:21:41,702
OF TELLING THEM ALL THESE THINGS

717
00:21:41,702 --> 00:21:43,404
ABOUT LENGTH OF TREATMENT, HOW

718
00:21:43,404 --> 00:21:45,005
TO DO IT WITH DIFFERENT

719
00:21:45,005 --> 00:21:45,873
ORGANISMS AND THINGS LIKE THAT.

720
00:21:45,873 --> 00:21:48,409
AND THIS IS USING ADVANCED

721
00:21:48,409 --> 00:21:48,943
ORGANIZERS, OKAY?

722
00:21:48,943 --> 00:21:50,578
SO THERE'S LOTS OF ADVANCED

723
00:21:50,578 --> 00:21:52,246
ORGANIZERS THAT WE ALL ALREADY

724
00:21:52,246 --> 00:21:53,314
USE, BUT WE CAN THINK ABOUT THEM

725
00:21:53,314 --> 00:21:54,748
IN A LITTLE BIT MORE PURPOSEFUL

726
00:21:54,748 --> 00:21:59,687
OF A WAY.

727
00:21:59,687 --> 00:22:02,723
SO IN MEDICINE, I FIND WE TEND

728
00:22:02,723 --> 00:22:04,058
TO USE KIND OF THREE MAIN

729
00:22:04,058 --> 00:22:05,693
CATEGORIES OF ADVANCED

730
00:22:05,693 --> 00:22:05,993
ORGANIZERS.

731
00:22:05,993 --> 00:22:07,328
WE LIKE TO THINK ABOUT PROCESSES

732
00:22:07,328 --> 00:22:09,930
OR TIMELINES, AND SO EXPLICITLY

733
00:22:09,930 --> 00:22:11,999
SHOWING THAT IN CASE

734
00:22:11,999 --> 00:22:13,167
CONFERENCES, HAVING A TIMELINE

735
00:22:13,167 --> 00:22:15,202
ON THE SLIDE INSTEAD OF JUST

736
00:22:15,202 --> 00:22:17,504
LIKE WORDS FOR THE HPI CAN BE A

737
00:22:17,504 --> 00:22:18,772
REALLY HELPFUL THING THAT I'M

738
00:22:18,772 --> 00:22:22,109
SURE MANY OF US ALREADY DO.

739
00:22:22,109 --> 00:22:24,245
BUT THAT'S EXPLICITLY USING AN

740
00:22:24,245 --> 00:22:25,813
ADVANCED ORGANIZER TO HELP

741
00:22:25,813 --> 00:22:27,014
PEOPLE, DECREASING THE AMOUNT OF

742
00:22:27,014 --> 00:22:29,083
WORDS ON THE SLIDE.

743
00:22:29,083 --> 00:22:32,052
HIERARCHY, USING PYRAMIDS, USING

744
00:22:32,052 --> 00:22:33,153
ORGANIZATIONAL CHART HELPS

745
00:22:33,153 --> 00:22:34,121
PEOPLE UNDERSTAND HOW THINGS ARE

746
00:22:34,121 --> 00:22:36,523
RELATED IN THAT WAY.

747
00:22:36,523 --> 00:22:38,726
AND THEN FINALLY, WE DO A LOT OF

748
00:22:38,726 --> 00:22:40,027
COMPARING AND CONTRASTING WITH

749
00:22:40,027 --> 00:22:40,828
DIFFERENTIAL DIAGNOSES OR

750
00:22:40,828 --> 00:22:42,029
DIFFERENT TREATMENTS, AND SO WE

751
00:22:42,029 --> 00:22:45,633
CAN DO THIS EXPLICITLY THROUGH

752
00:22:45,633 --> 00:22:47,268
VENN DIAGRAMS OR THROUGH TABLES,

753
00:22:47,268 --> 00:22:48,669
AND I'LL SHOW AN EXAMPLE OF HOW

754
00:22:48,669 --> 00:22:49,970
I DO THIS IN THE CLINICAL

755
00:22:49,970 --> 00:22:52,039
SETTING A LITTLE BIT LATER.

756
00:22:52,039 --> 00:22:54,575
THIS IS A GREAT ARTICLE THAT

757
00:22:54,575 --> 00:22:58,412
SPECIFICALLY TALKS ABOUT MINI

758
00:22:58,412 --> 00:22:59,513
CHALK TALKS AT THE BEDSIDE AND

759
00:22:59,513 --> 00:23:01,115
THEY PROVIDE A LOT OF EXAMPLES

760
00:23:01,115 --> 00:23:02,549
OF ADVANCED ORGANIZERS THAT THEY

761
00:23:02,549 --> 00:23:02,750
USED.

762
00:23:02,750 --> 00:23:04,985
SO USING VISUAL PARADIGMS AND

763
00:23:04,985 --> 00:23:07,254
GRAPHS AND PATHWAYS AND ANATOMIC

764
00:23:07,254 --> 00:23:08,255
DRAWINGS, AGAIN, THINGS THAT

765
00:23:08,255 --> 00:23:09,657
WE'RE ALL DOING, BUT THIS IS A

766
00:23:09,657 --> 00:23:11,325
WAY FOR US TO THINK MORE

767
00:23:11,325 --> 00:23:16,463
PURPOSELY ABOUT HOW TO USE IT.

768
00:23:16,463 --> 00:23:17,998
SO AS I MENTIONED, COGNITIVE

769
00:23:17,998 --> 00:23:19,099
LOAD THEORY IS ONE THAT'S REALLY

770
00:23:19,099 --> 00:23:20,501
IMPORTANT TO HELP US UNDERSTAND

771
00:23:20,501 --> 00:23:22,269
HOW TO TEACH EFFECTIVELY AND

772
00:23:22,269 --> 00:23:27,174
HELP PEOPLE GET THE MATERIAL AND

773
00:23:27,174 --> 00:23:28,208
UNDERSTAND IT BEFORE THEY CAN

774
00:23:28,208 --> 00:23:29,476
MOVE TO THE NEXT STEP, SO I

775
00:23:29,476 --> 00:23:30,477
WANTED TO SPEND A LITTLE BIT

776
00:23:30,477 --> 00:23:31,345
MORE TIME ON THAT THAN SOME OF

777
00:23:31,345 --> 00:23:31,879
THE REST.

778
00:23:31,879 --> 00:23:33,747
BUT FOR ANY OF YOU WHO ARE

779
00:23:33,747 --> 00:23:40,087
TEACHING FELLOWS, THIS ARTICLE

780
00:23:40,087 --> 00:23:40,854
IS WORTH READING.

781
00:23:40,854 --> 00:23:41,889
THIS WAS A GREAT RESEARCH

782
00:23:41,889 --> 00:23:43,924
ARTICLE ON COGNITIVE LOAD OF

783
00:23:43,924 --> 00:23:46,760
INPATIENT CONSULTS, AND WHAT WE

784
00:23:46,760 --> 00:23:50,898
CAN DO AS FACULTY TO HELP PEOPLE

785
00:23:50,898 --> 00:23:54,868
BETTER MANAGE THEIR INTRINSIC

786
00:23:54,868 --> 00:23:56,170
LOAD, EXTRANEOUS LOAD AND

787
00:23:56,170 --> 00:23:56,603
GERMANE LOAD.

788
00:23:56,603 --> 00:23:57,805
AND THERE'S LOTS OF GREAT

789
00:23:57,805 --> 00:24:00,040
EXAMPLES OF THINGS ON HERE AND

790
00:24:00,040 --> 00:24:01,742
STRATEGIES, SO FOR EXAMPLE,

791
00:24:01,742 --> 00:24:03,610
BEFORE LAUNCHING INTO TEACHING,

792
00:24:03,610 --> 00:24:04,712
CHECKING IN WITH THE FELLOW

793
00:24:04,712 --> 00:24:07,214
BEING LIKE, WHAT'S YOUR WORKLOAD

794
00:24:07,214 --> 00:24:07,982
LIKE RIGHT NOW?

795
00:24:07,982 --> 00:24:10,284
HOW MUCH STUFF DO YOU HAVE TO

796
00:24:10,284 --> 00:24:10,751
DO?

797
00:24:10,751 --> 00:24:12,252
THAT HELPS MANAGE THEIR

798
00:24:12,252 --> 00:24:13,320
EXTRANEOUS LOAD.

799
00:24:13,320 --> 00:24:15,189
AGAIN, THINGS THAT MANY OF US

800
00:24:15,189 --> 00:24:16,457
ARE ALREADY DOING OVER TIME, BUT

801
00:24:16,457 --> 00:24:17,825
I FOUND THIS TO BE A HELPFUL WAY

802
00:24:17,825 --> 00:24:19,793
FOR ME TO BOTH SEE WHAT I'M

803
00:24:19,793 --> 00:24:21,562
DOING AND WHY IT'S EFFECTIVE,

804
00:24:21,562 --> 00:24:25,132
BUT ALSO TO GET SOME NEW IDEAS

805
00:24:25,132 --> 00:24:26,233
OF STRATEGIES THAT I WASN'T

806
00:24:26,233 --> 00:24:26,800
USING BEFORE.

807
00:24:26,800 --> 00:24:28,335
IT HAS WONDERFUL QUOTES FROM

808
00:24:28,335 --> 00:24:31,038
FELLOWS THAT ALSO HELP ME REGAIN

809
00:24:31,038 --> 00:24:33,140
THAT PERSPECTIVE THAT I HAD

810
00:24:33,140 --> 00:24:34,441
FORGOTTEN AFTER BEING OUT OF

811
00:24:34,441 --> 00:24:36,744
TRAINING.

812
00:24:36,744 --> 00:24:38,345
SO TO SUMMARIZE THE STRATEGIES

813
00:24:38,345 --> 00:24:45,152
FOR HELPING PEOPLE UNDERSTAND,

814
00:24:45,152 --> 00:24:47,554
THINKING PURPOSELY ABOUT OUR

815
00:24:47,554 --> 00:24:49,123
PREP MATERIALS, ESPECIALLY IF WE

816
00:24:49,123 --> 00:24:50,090
HAVE THINGS THAT ARE GOING TO BE

817
00:24:50,090 --> 00:24:50,758
NEW TO PEOPLE.

818
00:24:50,758 --> 00:24:51,825
THERE ARE LOTS OF WAYS THAT WE

819
00:24:51,825 --> 00:24:53,694
CAN DO THIS, DEPENDING ON YOUR

820
00:24:53,694 --> 00:24:55,162
LEVEL OF LEARNER, DEPENDING ON

821
00:24:55,162 --> 00:24:56,096
HOW MUCH TIME THEY HAVE WILL

822
00:24:56,096 --> 00:24:58,766
CHANGE WHAT YOU UTILIZE.

823
00:24:58,766 --> 00:25:00,367
THINKING ABOUT HOW WE CAN BREAK

824
00:25:00,367 --> 00:25:02,536
DOWN CONCEPTS MORE SIMPLY AND

825
00:25:02,536 --> 00:25:06,673
BUILD SLOWLY OVER TIME HELPS

826
00:25:06,673 --> 00:25:07,508
CONNECT THINGS.

827
00:25:07,508 --> 00:25:09,109
IT ALSO HELPS SPACE LEARNING

828
00:25:09,109 --> 00:25:10,210
WHICH WE'LL TALK ABOUT IN THE

829
00:25:10,210 --> 00:25:12,946
NEXT SECTION AS A METHOD TO

830
00:25:12,946 --> 00:25:14,048
RETAIN LEARNER, SO USING SPIRAL

831
00:25:14,048 --> 00:25:14,481
CURRICULA.

832
00:25:14,481 --> 00:25:16,016
BUT I THINK WHAT'S HELPED ME THE

833
00:25:16,016 --> 00:25:18,652
MOST TO SIMPLIFY MY CONTENT IS

834
00:25:18,652 --> 00:25:21,255
TO REALLY HAVE A NON-EXPERT

835
00:25:21,255 --> 00:25:22,890
REVIEW MY CONTENT.

836
00:25:22,890 --> 00:25:25,926
I TEACH M1s, I'M AN INFECTIOUS

837
00:25:25,926 --> 00:25:26,727
DISEASE SPECIALIST.

838
00:25:26,727 --> 00:25:28,796
I SPECIALIZE IN HIV.

839
00:25:28,796 --> 00:25:30,998
MY KNOWLEDGE OF THAT FAR

840
00:25:30,998 --> 00:25:32,199
SURPASSES WHAT THE MEDICAL

841
00:25:32,199 --> 00:25:33,667
STUDENTS ARE LEARNING, AND THAT

842
00:25:33,667 --> 00:25:35,502
CAN BE REALLY HARD TO REMEMBER

843
00:25:35,502 --> 00:25:36,870
TERMS THAT THEY'VE NEVER HEARD

844
00:25:36,870 --> 00:25:38,572
THAT ARE SO FAMILIAR TO ME.

845
00:25:38,572 --> 00:25:40,074
AND SO BY HAVING A MEDICAL

846
00:25:40,074 --> 00:25:43,243
STUDENT REVIEW IT S OR EVEN

847
00:25:43,243 --> 00:25:44,778
SOMEBODY NOT IN MY SPECIALTY, IT

848
00:25:44,778 --> 00:25:45,746
REALLY HELPS ME TO THINK ABOUT

849
00:25:45,746 --> 00:25:47,181
WHERE I MAY BE MAKING

850
00:25:47,181 --> 00:25:48,849
ASSUMPTIONS AND WHERE I MAY BE

851
00:25:48,849 --> 00:25:51,351
TEACHING AT TOO HIGH OF A LEVEL.

852
00:25:51,351 --> 00:25:53,320
WE TALKED ABOUT ELIMINATING

853
00:25:53,320 --> 00:25:55,589
MATERIAL THAT IS AN ESSENTIAL,

854
00:25:55,589 --> 00:25:56,290
PARTICULARLY THINKING ABOUT HOW

855
00:25:56,290 --> 00:25:59,326
TO CLEAN UP OUR SLIDES.

856
00:25:59,326 --> 00:26:00,427
BUT ALSO THINKING ABOUT OUR

857
00:26:00,427 --> 00:26:01,628
TEACHING POINTS ON ROUNDS AND

858
00:26:01,628 --> 00:26:05,132
KEEPING THOSE REALLY FOCUSED AND

859
00:26:05,132 --> 00:26:05,699
BRIEF.

860
00:26:05,699 --> 00:26:07,734
I TRY TO KEEP ONE TEACHING POINT

861
00:26:07,734 --> 00:26:09,002
PER EACH DISCUSSION WE HAVE TO

862
00:26:09,002 --> 00:26:10,370
REALLY HELP PEOPLE TAKE THAT

863
00:26:10,370 --> 00:26:10,938
HOME.

864
00:26:10,938 --> 00:26:13,440
AND THEN ORGANIZING THINGS IN A

865
00:26:13,440 --> 00:26:17,144
WAY THAT HELPS PEOPLE RETAIN

866
00:26:17,144 --> 00:26:18,745
CONCEPTS BECAUSE WE GET TAKEN

867
00:26:18,745 --> 00:26:19,480
MORE INFORMATION THAT WAY.

868
00:26:19,480 --> 00:26:21,281
SO USING ADVANCED ORGANIZERS,

869
00:26:21,281 --> 00:26:24,184
AND I'M GOING TO GIVE SOME

870
00:26:24,184 --> 00:26:25,886
EXAMPLES IN THE NEXT SECTION ON

871
00:26:25,886 --> 00:26:27,321
SOME GUIDED HANDOUTS THAT WE CAN

872
00:26:27,321 --> 00:26:28,989
USE TO HELP PEOPLE ORGANIZE IF

873
00:26:28,989 --> 00:26:30,057
YOU'RE TEACHING A COURSE OR

874
00:26:30,057 --> 00:26:37,364
SOMETHING LIKE THAT.

875
00:26:37,364 --> 00:26:38,499
SO LET'S TALK A LITTLE BIT ABOUT

876
00:26:38,499 --> 00:26:38,765
RETENTION.

877
00:26:38,765 --> 00:26:40,100
I FEEL LIKE THIS HAS BECOME

878
00:26:40,100 --> 00:26:41,201
REALLY POPULAR OVER THE LAST 10

879
00:26:41,201 --> 00:26:43,737
YEARS, REALLY IN ALL ASPECTS OF

880
00:26:43,737 --> 00:26:45,372
THE LAY PRESS.

881
00:26:45,372 --> 00:26:46,907
AND SO SOME OF THESE MAY BE

882
00:26:46,907 --> 00:26:47,574
REALLY FAMILIAR.

883
00:26:47,574 --> 00:26:49,109
I FIND THE MEDICAL STUDENTS

884
00:26:49,109 --> 00:26:50,511
ACTUALLY KNOW ALL OF THESE

885
00:26:50,511 --> 00:26:51,478
CONCEPTS BECAUSE THEY'VE HEARD

886
00:26:51,478 --> 00:26:53,147
ABOUT THEM, READ ABOUT THEM,

887
00:26:53,147 --> 00:26:55,315
THEY'RE REALLY LEVERAGED AND

888
00:26:55,315 --> 00:26:58,185
UTILIZED IN UNDERGRAD CLASSES.

889
00:26:58,185 --> 00:27:00,020
OKAY.

890
00:27:00,020 --> 00:27:01,555
SO AGAIN, WE HAVE A LOT OF

891
00:27:01,555 --> 00:27:03,090
EVIDENCE ABOUT HOW WE LEARN.

892
00:27:03,090 --> 00:27:05,359
THIS IS A REVIEW PAPER THAT'S 50

893
00:27:05,359 --> 00:27:07,794
PAGES LONG THAT REVIEWS A LOT OF

894
00:27:07,794 --> 00:27:11,165
BASIC SCIENCE ABOUT THIS OVER

895
00:27:11,165 --> 00:27:12,633
THE PAST 40 TO 50 YEARS THAT I

896
00:27:12,633 --> 00:27:14,067
FOUND REALLY INSTRUCTIVE WHEN I

897
00:27:14,067 --> 00:27:16,003
FIRST GOT INTO THIS, AND

898
00:27:16,003 --> 00:27:17,538
REALIZED LIKE, OH, WE ACTUALLY

899
00:27:17,538 --> 00:27:18,438
KNOW A LOT MORE THAN WE THOUGHT

900
00:27:18,438 --> 00:27:18,972
WE KNEW.

901
00:27:18,972 --> 00:27:20,174
WE KNOW A LOT ABOUT THE SCIENCE

902
00:27:20,174 --> 00:27:21,708
OF HOW WE LEARN AND TAKE IN AND

903
00:27:21,708 --> 00:27:25,112
RETAIN INFORMATION.

904
00:27:25,112 --> 00:27:27,147
SO HERE ARE FOUR PRINCIPLES THAT

905
00:27:27,147 --> 00:27:30,884
HAVE BEEN SHOWN TO HAVE REALLY,

906
00:27:30,884 --> 00:27:32,653
REALLY HIGH EFFICACY

907
00:27:32,653 --> 00:27:35,822
FOREKNOWLEDGE RETENTION.

908
00:27:35,822 --> 00:27:39,193
RETRIEVAL PRACTICE OR PRACTICE

909
00:27:39,193 --> 00:27:40,294
TESTING, WHICH IS REALLY THE ACT

910
00:27:40,294 --> 00:27:41,461
OF PULLING INFORMATION FROM

911
00:27:41,461 --> 00:27:44,264
MEMORY.

912
00:27:44,264 --> 00:27:45,766
WE USE FLASH CARDS FOR THIS,

913
00:27:45,766 --> 00:27:47,301
TEST QUESTIONS, ASKING PEOPLE

914
00:27:47,301 --> 00:27:48,068
QUESTIONS ON ROUNDS.

915
00:27:48,068 --> 00:27:50,370
THESE ARE ALL FORMS OF RETRIEVAL

916
00:27:50,370 --> 00:27:51,905
PRACTICE, BUT THE KEY IS, PEOPLE

917
00:27:51,905 --> 00:27:53,840
HAVE TO BE RETRIEVING IT FROM

918
00:27:53,840 --> 00:27:54,641
MEMORY.

919
00:27:54,641 --> 00:27:56,843
AND THIS IS WHY FOR ANY OF US

920
00:27:56,843 --> 00:27:59,112
WHO'VE HAD TO STUDY FOR BOARD

921
00:27:59,112 --> 00:28:01,515
EXAMS, DOING QUESTIONS ALONE IS

922
00:28:01,515 --> 00:28:03,283
OFTEN THE MOST EFFECTIVE WAY TO

923
00:28:03,283 --> 00:28:04,718
STUDY IF YOU HAVE THE KNOWLEDGE,

924
00:28:04,718 --> 00:28:06,353
RIGHT, BECAUSE YOU'RE JUST

925
00:28:06,353 --> 00:28:07,754
TRYING TO MAKE THOSE CONNECTIONS

926
00:28:07,754 --> 00:28:09,122
QUICKER AND EASIER TO RETRIEVE

927
00:28:09,122 --> 00:28:13,026
THE INFORMATION.

928
00:28:13,026 --> 00:28:14,661
SPACED PRACTICE, REVISITING

929
00:28:14,661 --> 00:28:16,830
MATERIAL OVER TIME.

930
00:28:16,830 --> 00:28:19,900
SO INTERESTINGLY, WHEN PEOPLE

931
00:28:19,900 --> 00:28:21,101
STUDY, IF YOU CRAM LIKE MANY OF

932
00:28:21,101 --> 00:28:22,936
US PROBABLY DID IN THE PAST AND

933
00:28:22,936 --> 00:28:25,806
STUDY FIVE HOURS IN ONE DAY,

934
00:28:25,806 --> 00:28:26,873
VERSUS FIVE HOURS SPREAD OVER

935
00:28:26,873 --> 00:28:29,343
THE WEEK, YOU'RE GOING TO RETAIN

936
00:28:29,343 --> 00:28:31,845
MUCH MORE IF YOU STUDY SPREAD

937
00:28:31,845 --> 00:28:32,713
OVER THE WEEK.

938
00:28:32,713 --> 00:28:34,448
STUDY AFTER STUDY HAS SHOWN

939
00:28:34,448 --> 00:28:34,681
THIS.

940
00:28:34,681 --> 00:28:37,618
YOU WILL PERFORM WELL ON THE

941
00:28:37,618 --> 00:28:38,819
INITIAL EXAM EITHER WAY, BUT YOU

942
00:28:38,819 --> 00:28:41,121
WILL NOT RETAIN IT WELL OVER

943
00:28:41,121 --> 00:28:45,058
TIME IF YOU DO THE CRAMMING.

944
00:28:45,058 --> 00:28:47,261
THIS IS ALSO WHY THINGS LIKE

945
00:28:47,261 --> 00:28:48,128
ELECTRONIC FLASH CARD PROGRAMS,

946
00:28:48,128 --> 00:28:49,963
IF ANY OF YOU INTERACT WITH

947
00:28:49,963 --> 00:28:52,933
UNDERGRADS OR MEDICAL STUDENTS,

948
00:28:52,933 --> 00:28:55,269
ONKI IS AN ELECTRONIC FLASH CARD

949
00:28:55,269 --> 00:28:56,637
PROGRAM THAT EVERYBODY USES.

950
00:28:56,637 --> 00:28:59,239
IT ALREADY USES THESE ALGORITHMS

951
00:28:59,239 --> 00:29:00,807
FOR SPACE PRACTICE, BUT A LOT OF

952
00:29:00,807 --> 00:29:02,242
OUR QUESTION BANKS NOW DO THIS.

953
00:29:02,242 --> 00:29:04,177
SO OUR PROGRAM USES NEW ENGLAND

954
00:29:04,177 --> 00:29:06,947
JOURNAL OF MEDICINE KNOWLEDGE

955
00:29:06,947 --> 00:29:09,116
PLUS, AND THAT HAS A SPACED

956
00:29:09,116 --> 00:29:10,884
ALGORITHM TO REALLY SPACE OUT

957
00:29:10,884 --> 00:29:13,153
PEOPLE'S LEARNING AND REVISIT

958
00:29:13,153 --> 00:29:16,923
TOPICS OVER TIME TO MAXIMIZE

959
00:29:16,923 --> 00:29:18,425
THIS RETENTION.

960
00:29:18,425 --> 00:29:21,662
INNER LEADIN

961
00:29:23,297 --> 00:29:24,898
INTERLEAVING IS THE CONCEPT OF

962
00:29:24,898 --> 00:29:26,166
MIXING UP TOPICS WHEN WE'RE

963
00:29:26,166 --> 00:29:26,433
STUDYING.

964
00:29:26,433 --> 00:29:28,035
SO THIS IS WHY WHEN WE'RE

965
00:29:28,035 --> 00:29:29,136
STUDYING FOR A TEST OR FOR

966
00:29:29,136 --> 00:29:30,804
BOARDS, INSTEAD OF FOCUSING ON A

967
00:29:30,804 --> 00:29:32,105
SINGLE TOPIC AND JUST DOING

968
00:29:32,105 --> 00:29:34,107
QUESTIONS IN THAT TOPIC, WE

969
00:29:34,107 --> 00:29:35,909
ACTUALLY RETAIN A LOT MORE IF WE

970
00:29:35,909 --> 00:29:38,111
DO MIXED QUESTION SETS.

971
00:29:38,111 --> 00:29:40,981
NOW, IT'S HARDER, WE PERFORM

972
00:29:40,981 --> 00:29:43,717
WORSE INITIALLY ON THAT MIX SET

973
00:29:43,717 --> 00:29:45,485
THAN WE WOULD IF WE'RE JUST

974
00:29:45,485 --> 00:29:48,855
DOING ONE TOPIC, BUT YOU PERFORM

975
00:29:48,855 --> 00:29:52,793
MUCH BETTER IN THE LONG TERM.

976
00:29:52,793 --> 00:29:54,561
THIS IS ALSO WHERE WE'LL TALK

977
00:29:54,561 --> 00:29:55,729
ABOUT COMPARE AND CONTRAST

978
00:29:55,729 --> 00:29:56,963
TABLES AS A WAY TO KIND OF MIX

979
00:29:56,963 --> 00:29:59,366
UP THE INFORMATION AND SEE

980
00:29:59,366 --> 00:30:00,367
EXPLICITLY HOW THEY'RE SIMILAR

981
00:30:00,367 --> 00:30:02,002
AND DIFFERENT.

982
00:30:02,002 --> 00:30:04,638
AND THEN FINALLY, ELABORATION,

983
00:30:04,638 --> 00:30:06,173
THIS IS REALLY JUST HAVING

984
00:30:06,173 --> 00:30:07,774
PEOPLE EXPLAIN CONCEPTS AND

985
00:30:07,774 --> 00:30:09,109
CONNECTING YOUR PRIOR KNOWLEDGE.

986
00:30:09,109 --> 00:30:11,611
SO THINGS LIKE HOW AND WHY

987
00:30:11,611 --> 00:30:12,179
QUESTION.

988
00:30:12,179 --> 00:30:14,481
AGAIN, WE ASK THIS ON ROUNDS ALL

989
00:30:14,481 --> 00:30:17,384
THE TIME, WE ASK PEOPLE, WHY

990
00:30:17,384 --> 00:30:18,852
DOES THAT MEDICATION WORK, WHY

991
00:30:18,852 --> 00:30:20,120
ARE YOU SELECTING THAT MEDICINE?

992
00:30:20,120 --> 00:30:21,355
THIS IS HELPING PEOPLE RETAIN

993
00:30:21,355 --> 00:30:23,323
THAT KNOWLEDGE TO REALLY HAVE AN

994
00:30:23,323 --> 00:30:24,858
UNDERSTANDING BEHIND IT, AND

995
00:30:24,858 --> 00:30:26,493
THIS IS WHERE CONCEPT MAPS CAN

996
00:30:26,493 --> 00:30:31,832
BE REALLY HELPFUL TOO.

997
00:30:31,832 --> 00:30:32,933
SO IN THE CLINIC, WHEN WE ARE

998
00:30:32,933 --> 00:30:34,000
SEEING PATIENTS, WE ARE

999
00:30:34,000 --> 00:30:34,901
AUTOMATICALLY DOING A LOT OF

1000
00:30:34,901 --> 00:30:36,803
THIS, WHICH IS WHY TRAINING IN

1001
00:30:36,803 --> 00:30:38,305
THE CLINICAL SETTING IS SO

1002
00:30:38,305 --> 00:30:39,639
EFFECTIVE, RIGHT?

1003
00:30:39,639 --> 00:30:41,241
WHEN WE ARE MAKING CLINICAL

1004
00:30:41,241 --> 00:30:42,676
DECISIONS, WE ARE RETRIEVING

1005
00:30:42,676 --> 00:30:44,010
INFORMATION FROM MEMORY.

1006
00:30:44,010 --> 00:30:45,278
NOW, WE'RE SOMETIMES LIKE GOING

1007
00:30:45,278 --> 00:30:47,214
AND USING ANOTHER RESOURCE TOO,

1008
00:30:47,214 --> 00:30:48,715
BUT WE'RE RETRIEVING A LOT OF IT

1009
00:30:48,715 --> 00:30:50,450
FROM MEMORY.

1010
00:30:50,450 --> 00:30:52,319
WHEN WE'RE SEEING PATIENTS, WE

1011
00:30:52,319 --> 00:30:54,921
ARE REVISITING THE SAME DISEASES

1012
00:30:54,921 --> 00:30:55,622
OVER TIME.

1013
00:30:55,622 --> 00:30:57,157
WE ARE INTERLEAVING WITH

1014
00:30:57,157 --> 00:30:59,025
DIFFERENT TYPES OF DISEASES.

1015
00:30:59,025 --> 00:31:01,161
WHEN WE'RE DISCUSSING THINGS ON

1016
00:31:01,161 --> 00:31:03,029
ROUNDS, WE'RE ASKING PEOPLE

1017
00:31:03,029 --> 00:31:05,532
QUESTIONS, WE'RE FORCING THEM TO

1018
00:31:05,532 --> 00:31:06,666
RETRIEVE INFORMATION, ELABORATE

1019
00:31:06,666 --> 00:31:08,402
ON IT, AND WHEN WE DO CHALK

1020
00:31:08,402 --> 00:31:09,403
TALKS, WE'RE ALSO ASKING

1021
00:31:09,403 --> 00:31:10,704
QUESTIONS AND HAVING PEOPLE DO

1022
00:31:10,704 --> 00:31:13,206
THE SAME THING, AND THEN WE ASK

1023
00:31:13,206 --> 00:31:15,275
THEM TO APPLY THAT INFORMATION

1024
00:31:15,275 --> 00:31:16,910
TO PATIENTS IN THE FUTURE, LIKE

1025
00:31:16,910 --> 00:31:18,044
HEY, REMEMBER WHEN I TALKED

1026
00:31:18,044 --> 00:31:20,013
ABOUT THIS TOPIC?

1027
00:31:20,013 --> 00:31:21,314
AND THAT'S SPACING OUT THEIR

1028
00:31:21,314 --> 00:31:21,648
LEARNING.

1029
00:31:21,648 --> 00:31:23,517
SO THIS IS STUFF WE'RE ALREADY

1030
00:31:23,517 --> 00:31:24,251
DOING.

1031
00:31:24,251 --> 00:31:25,919
BUT ONE THING THAT I WOULD

1032
00:31:25,919 --> 00:31:27,788
RECOMMEND ALL OF US LEVERAGING A

1033
00:31:27,788 --> 00:31:31,691
LITTLE BIT MORE EXPLICITLY IS

1034
00:31:31,691 --> 00:31:33,894
INTERLEAVING BY USING COMPARE

1035
00:31:33,894 --> 00:31:34,928
AND CONTRAST TABLES.

1036
00:31:34,928 --> 00:31:37,631
AND THIS IS WHERE YOU HAVE A

1037
00:31:37,631 --> 00:31:38,598
DIFFERENTIAL DIAGNOSIS, YOU

1038
00:31:38,598 --> 00:31:40,000
THINK ABOUT THE MOST LIKELY

1039
00:31:40,000 --> 00:31:44,604
THINGS, AND YOU EXPLICITLY ASK

1040
00:31:44,604 --> 00:31:47,040
PEOPLE TO MAKE A COMPARE AND

1041
00:31:47,040 --> 00:31:48,341
CONTRAST TABLE AMONG THOSE KEY

1042
00:31:48,341 --> 00:31:49,242
DISTINGUISHING FEATURES THAT ARE

1043
00:31:49,242 --> 00:31:50,977
GOING TO HELP PEOPLE BE ABLE TO

1044
00:31:50,977 --> 00:31:52,479
RECOGNIZE AND DIFFERENTIATE

1045
00:31:52,479 --> 00:31:53,814
DISEASES.

1046
00:31:53,814 --> 00:31:54,981
SO THIS IS SOMETHING WHEN I HAVE

1047
00:31:54,981 --> 00:31:59,920
SOMEONE WITH  A LESION WHO'S BEN

1048
00:31:59,920 --> 00:32:01,321
CHRONICALLY ILL, I CAN ASK THEM

1049
00:32:01,321 --> 00:32:03,323
TO DO THESE FOR OUR TOP THREE

1050
00:32:03,323 --> 00:32:03,723
DIFFERENTIALS.

1051
00:32:03,723 --> 00:32:05,192
WHEN WE HAVE A TICK-BORNE

1052
00:32:05,192 --> 00:32:06,726
ILLNESS, AGAIN, I CAN ASK PEOPLE

1053
00:32:06,726 --> 00:32:10,730
TO COMPARE AND CONTRAST AND DO

1054
00:32:10,730 --> 00:32:12,532
THIS IN THE NEXT DAY, COME BACK

1055
00:32:12,532 --> 00:32:13,600
AND TELL ME.

1056
00:32:13,600 --> 00:32:15,802
THIS IS MUCH MORE EFFECTIVE OF

1057
00:32:15,802 --> 00:32:16,903
US JUST TELLING PEOPLE TO GO

1058
00:32:16,903 --> 00:32:18,672
HOME AND READ ABOUT THE

1059
00:32:18,672 --> 00:32:20,407
DISEASES, BECAUSE THEY'RE REALLY

1060
00:32:20,407 --> 00:32:21,575
EXPLICITLY FORCED TO LOOK AT

1061
00:32:21,575 --> 00:32:23,143
THOSE KEY FEATURES, AND IT TAKES

1062
00:32:23,143 --> 00:32:24,578
LESS TIME BECAUSE THEY'RE NOT

1063
00:32:24,578 --> 00:32:26,213
READING A WHOLE CHAPTER ON LYME

1064
00:32:26,213 --> 00:32:27,414
DISEASE, A WHOLE CHAPTER ON

1065
00:32:27,414 --> 00:32:28,081
EHRLICH YA.

1066
00:32:28,081 --> 00:32:29,716
THEY'RE REALLY GOING AND FINDING

1067
00:32:29,716 --> 00:32:30,383
THE KEY INFORMATION THAT'S GOING

1068
00:32:30,383 --> 00:32:30,917
TO BE IMPORTANT.

1069
00:32:30,917 --> 00:32:32,919
SO THIS IS A WAY FOR US AS

1070
00:32:32,919 --> 00:32:34,855
EXPERTS TO MAKE SURE THAT WE ARE

1071
00:32:34,855 --> 00:32:36,289
PROVIDING A LITTLE BIT MORE

1072
00:32:36,289 --> 00:32:37,157
PURPOSEFUL TEACHING AND

1073
00:32:37,157 --> 00:32:42,295
INSTRUCTION.

1074
00:32:42,295 --> 00:32:44,164
SO WHAT ABOUT THE CLASSROOM?

1075
00:32:44,164 --> 00:32:46,366
SO FOR MANY OF YOU WHO MAY GIVE

1076
00:32:46,366 --> 00:32:48,335
DIDACTIC LECTURES OR BE IN

1077
00:32:48,335 --> 00:32:50,837
CHARGE OF SOME TYPE OF

1078
00:32:50,837 --> 00:32:54,241
CURRICULUM, THIS IS SOMETHING I

1079
00:32:54,241 --> 00:32:55,342
HAVE INTEGRATED INTO MY MEDICAL

1080
00:32:55,342 --> 00:32:56,309
SCHOOL COURSE AND HAS BEEN

1081
00:32:56,309 --> 00:32:57,444
REALLY EFFECTIVE FOR LEARNERS TO

1082
00:32:57,444 --> 00:32:57,978
REMEMBER THINGS.

1083
00:32:57,978 --> 00:32:59,279
LIKE THEY COME UP TO ME A COUPLE

1084
00:32:59,279 --> 00:33:00,647
YEARS LATER, WHEN THEY'RE IN THE

1085
00:33:00,647 --> 00:33:01,815
CLINICAL SETTING, WITH THINGS

1086
00:33:01,815 --> 00:33:03,250
LIKE DETAILS THEY REMEMBER FROM

1087
00:33:03,250 --> 00:33:08,154
MY CLASS BECAUSE OF US UTILIZING

1088
00:33:08,154 --> 00:33:09,256
THESE PRINCIPLES.

1089
00:33:09,256 --> 00:33:11,591
SO ONE THING IS USING IN-CLASS

1090
00:33:11,591 --> 00:33:12,559
QUESTIONS, THAT'S RETRIEVAL

1091
00:33:12,559 --> 00:33:14,194
PRACTICE AND DEPENDING ON HOW

1092
00:33:14,194 --> 00:33:15,562
YOU ASK THE QUESTION, MAY

1093
00:33:15,562 --> 00:33:16,730
INCORPORATE SOME OF THESE OTHER

1094
00:33:16,730 --> 00:33:17,130
PRINCIPLES.

1095
00:33:17,130 --> 00:33:21,635
BUT THIS IS WHERE POLLING, I

1096
00:33:21,635 --> 00:33:23,003
PERSONALLY USE POLL EVERYWHERE

1097
00:33:23,003 --> 00:33:24,804
BECAUSE OUR INSTITUTION HAS A

1098
00:33:24,804 --> 00:33:25,705
SUBSCRIPTION, BUT DURING CLASS,

1099
00:33:25,705 --> 00:33:27,107
I TAKE PAUSES AND I ASK PEOPLE

1100
00:33:27,107 --> 00:33:29,175
QUESTIONS TO HELP CONSOLIDATE

1101
00:33:29,175 --> 00:33:30,043
THEIR KNOWLEDGE.

1102
00:33:30,043 --> 00:33:32,479
OR IN OUR CASE CONFERENCES, WE

1103
00:33:32,479 --> 00:33:35,315
USE THIS TO HELP PEOPLE FORM A

1104
00:33:35,315 --> 00:33:36,216
DIFFERENTIAL DIAGNOSES TO COME

1105
00:33:36,216 --> 00:33:38,218
TO A DECISION.

1106
00:33:38,218 --> 00:33:39,352
AGAIN, HELPS THEM WITH THAT

1107
00:33:39,352 --> 00:33:42,722
RETENTION.

1108
00:33:42,722 --> 00:33:44,057
WHAT I'VE STARTED USE SOMETHING

1109
00:33:44,057 --> 00:33:44,925
PARTIAL LECTURE OUTLINES.

1110
00:33:44,925 --> 00:33:46,560
NOW MANY OF US, WHEN WE WERE

1111
00:33:46,560 --> 00:33:47,727
LEARNING IN COLLEGE, MAY HAVE

1112
00:33:47,727 --> 00:33:51,264
HAD PEOPLE GIVE US LIKE LECTURE

1113
00:33:51,264 --> 00:33:52,599
OUTLINES, FULL LECTURE OUTLINES.

1114
00:33:52,599 --> 00:33:54,234
THERE'S ACTUALLY A GOOD BIT OF

1115
00:33:54,234 --> 00:33:55,802
DATA SHOWING THAT HAVING PARTIAL

1116
00:33:55,802 --> 00:33:57,537
OUTLINES THAT PEOPLE HAVE TO

1117
00:33:57,537 --> 00:33:59,940
FILL IN IS MUCH MORE EFFECTIVE

1118
00:33:59,940 --> 00:34:03,276
FOR LONG TERM RETENTION.

1119
00:34:03,276 --> 00:34:04,210
AND THAT'S BECAUSE IT FORCES

1120
00:34:04,210 --> 00:34:06,179
THEM TO ELABORATE AND PUT THINGS

1121
00:34:06,179 --> 00:34:06,947
IN THEIR OWN WORDS.

1122
00:34:06,947 --> 00:34:08,815
THIS IS PROBABLY WHY SOME OF THE

1123
00:34:08,815 --> 00:34:10,350
DATA SHOWS THAT WRITING IS

1124
00:34:10,350 --> 00:34:12,452
BETTER THAN BEING ON A COMPUTER.

1125
00:34:12,452 --> 00:34:14,321
I DON'T THINK THAT'S ACTUALLY

1126
00:34:14,321 --> 00:34:15,755
TRUE BUT I THINK ON A COMPUTER,

1127
00:34:15,755 --> 00:34:17,691
PEOPLE TEND TO COPY AND PASTE

1128
00:34:17,691 --> 00:34:19,359
THINGS INSTEAD OF PUTTING IT IN

1129
00:34:19,359 --> 00:34:22,629
THEIR OWN WORDS, WHICH IS THE

1130
00:34:22,629 --> 00:34:26,466
ELABORATION PIECE OF IT.

1131
00:34:26,466 --> 00:34:27,767
SO IN MY COURSE FOR EVERY

1132
00:34:27,767 --> 00:34:28,868
LECTURE, WE HAVE A PARTIAL

1133
00:34:28,868 --> 00:34:29,402
OUTLINE.

1134
00:34:29,402 --> 00:34:30,837
THIS HAS BEEN WONDERFUL FOR TWO

1135
00:34:30,837 --> 00:34:31,938
REASONS.

1136
00:34:31,938 --> 00:34:34,674
ONE, IT FORCED MY FACULTY TO

1137
00:34:34,674 --> 00:34:36,176
RECOGNIZE HOW THEY'RE ORGANIZING

1138
00:34:36,176 --> 00:34:39,479
MATERIAL AND WHAT WAS AND WASN'T

1139
00:34:39,479 --> 00:34:40,113
IMPORTANT.

1140
00:34:40,113 --> 00:34:42,215
SO FACULTY CAME TO ME AFTER AND

1141
00:34:42,215 --> 00:34:44,084
SAID THIS WAS ACTUALLY REALLY

1142
00:34:44,084 --> 00:34:46,186
HELPFUL FOR ME TO IMPROVE MY

1143
00:34:46,186 --> 00:34:46,886
LECTURE WHEN I THOUGHT ABOUT

1144
00:34:46,886 --> 00:34:49,055
WHAT I WANTED TO PEOPLE TO TAKE

1145
00:34:49,055 --> 00:34:51,224
HOME, BUT IT WAS ALSO A REALLY

1146
00:34:51,224 --> 00:34:53,426
HELPFUL THING FOR LEARNERS TO BE

1147
00:34:53,426 --> 00:34:54,961
ABLE TO SIT -- I HAVE TABLES ON

1148
00:34:54,961 --> 00:34:57,864
HERE, OTHER TYPES OF ADVANCED

1149
00:34:57,864 --> 00:34:59,332
ORGANIZERS THEY FILL IN BUT THEY

1150
00:34:59,332 --> 00:35:00,533
HAVE TO PUT THINGS IN THEIR OWN

1151
00:35:00,533 --> 00:35:00,967
WORDS.

1152
00:35:00,967 --> 00:35:02,602
FLASH CARDS, WE TALKED ABOUT,

1153
00:35:02,602 --> 00:35:04,237
ACTUALLY REALLY INCORPORATE ALL

1154
00:35:04,237 --> 00:35:06,106
OF THESE CONCEPTS, WHICH IS WHY

1155
00:35:06,106 --> 00:35:07,540
FLASH CARDS CAN BE SO EFFECTIVE,

1156
00:35:07,540 --> 00:35:09,275
BUT MOST OF US THINK OF THEM AS

1157
00:35:09,275 --> 00:35:10,276
A MEMORIZATION TOOL.

1158
00:35:10,276 --> 00:35:12,512
WE USE THEM FOR VOCAB OR THINGS

1159
00:35:12,512 --> 00:35:13,146
LIKE THAT.

1160
00:35:13,146 --> 00:35:15,448
I ACTUALLY IN MY COURSE USE

1161
00:35:15,448 --> 00:35:17,417
FLASH CARDS THAT ASK QUESTIONS.

1162
00:35:17,417 --> 00:35:19,919
SO THIS IS AN ELECTRONIC FLASH

1163
00:35:19,919 --> 00:35:21,621
CARD APP, IT'S FREELY AVAILABLE

1164
00:35:21,621 --> 00:35:22,355
TO PEOPLE.

1165
00:35:22,355 --> 00:35:24,190
AND I CAN CREATE CARDS AND SHARE

1166
00:35:24,190 --> 00:35:27,293
THEM WITH PEOPLE.

1167
00:35:27,293 --> 00:35:30,664
SO RIGHT HERE, THIS IS THE

1168
00:35:30,664 --> 00:35:31,665
QUESTION ON THE FRONT, AND THEN

1169
00:35:31,665 --> 00:35:33,299
I HAVE SLIDES FROM OUR COURSE ON

1170
00:35:33,299 --> 00:35:38,138
THE BACK.

1171
00:35:38,138 --> 00:35:40,073
SO I ACTUALLY ASK MORE DETAILED

1172
00:35:40,073 --> 00:35:41,408
QUESTIONS THAT REQUIRE THEM TO

1173
00:35:41,408 --> 00:35:42,709
ELABORATE AND EXPLAIN WHY WHEN I

1174
00:35:42,709 --> 00:35:43,910
DO QUESTIONS, AND THIS HAS

1175
00:35:43,910 --> 00:35:44,911
REALLY BEEN EFFECTIVE FOR

1176
00:35:44,911 --> 00:35:47,280
HELPING THEM LEARN, THEY MIX IT

1177
00:35:47,280 --> 00:35:50,550
ALL UP, THEY'RE INTERLEAVING,

1178
00:35:50,550 --> 00:35:52,419
THEIR SPACING, RETRIEVAL

1179
00:35:52,419 --> 00:35:53,820
PRACTICE, ALL OF THAT.

1180
00:35:53,820 --> 00:35:54,688
QUIZZES, SOMETHING ALL OF US

1181
00:35:54,688 --> 00:35:57,123
HAVE TENDED TO USE, USING BOARD

1182
00:35:57,123 --> 00:35:58,224
QUESTIONS OR OTHER THINGS TO

1183
00:35:58,224 --> 00:36:02,062
HELP PEOPLE WITH THIS.

1184
00:36:02,062 --> 00:36:03,697
AND THEN HAVING STUDY PARTNER,

1185
00:36:03,697 --> 00:36:04,698
AGAIN, REQUIRES THAT

1186
00:36:04,698 --> 00:36:05,265
EXPLANATION, THE SAME THING

1187
00:36:05,265 --> 00:36:07,000
WE'RE DOING ON ROUNDS WHEN WE'RE

1188
00:36:07,000 --> 00:36:10,136
PRACTICING.

1189
00:36:10,136 --> 00:36:11,237
NOW ONE THING THAT I WANT TO

1190
00:36:11,237 --> 00:36:14,541
TALK ABOUT IS THIS CONCEPT OF

1191
00:36:14,541 --> 00:36:17,143
CREATING DESIRABLE DIFFICULTY TO

1192
00:36:17,143 --> 00:36:17,744
ENHANCE LEARNING.

1193
00:36:17,744 --> 00:36:18,845
I FOUND THIS HAS BEEN THE

1194
00:36:18,845 --> 00:36:20,480
BIGGEST BARRIER, ESPECIALLY WHEN

1195
00:36:20,480 --> 00:36:23,650
I'M TEACHING IN THE MEDICAL

1196
00:36:23,650 --> 00:36:23,883
SCHOOL.

1197
00:36:23,883 --> 00:36:25,719
A LOT OF TIMES PEOPLE WANT ME TO

1198
00:36:25,719 --> 00:36:26,986
DO THINGS THAT LIKE MAKE IT

1199
00:36:26,986 --> 00:36:29,789
EASIER FOR THEM.

1200
00:36:29,789 --> 00:36:31,791
THEY WANT ME TO GIVE THEM A

1201
00:36:31,791 --> 00:36:32,559
FILLED-IN HANDOUT, LIKE WHERE

1202
00:36:32,559 --> 00:36:33,293
ARE THE ANSWERS.

1203
00:36:33,293 --> 00:36:34,327
THEY THINK THAT'S BECAUSE IT'S

1204
00:36:34,327 --> 00:36:35,762
GOING TO HELP THEM LEARN, BUT WE

1205
00:36:35,762 --> 00:36:38,264
HAVE A LOT OF DATA SHOWING THAT

1206
00:36:38,264 --> 00:36:40,300
WE ACTUALLY NEED TO MAKE THINGS

1207
00:36:40,300 --> 00:36:42,402
A LITTLE DIFFICULT TO REALLY

1208
00:36:42,402 --> 00:36:45,739
ENHANCE LEARNING.

1209
00:36:45,739 --> 00:36:46,940
SO THERE'S KIND OF THINGS PEOPLE

1210
00:36:46,940 --> 00:36:48,408
CAN DO WITHOUT ASSISTANCE THAT'S

1211
00:36:48,408 --> 00:36:50,009
LIKE REALLY EASY, AND YOU CAN GO

1212
00:36:50,009 --> 00:36:52,946
AND SIT DOWN AND ANSWER ALL THE

1213
00:36:52,946 --> 00:36:54,748
PROBLEMS, IT REQUIRES NO EFFORT.

1214
00:36:54,748 --> 00:36:55,882
THAT DOESN'T RESULT IN LEARNING.

1215
00:36:55,882 --> 00:36:57,617
WE CAN MAKE THINGS SO HARD THAT

1216
00:36:57,617 --> 00:36:59,786
PEOPLE CAN'T DO IT EVEN USING

1217
00:36:59,786 --> 00:37:01,454
RESOURCES, AND THEY JUST GET

1218
00:37:01,454 --> 00:37:04,557
FRUSTRATED AND THAT DOESN'T HELP

1219
00:37:04,557 --> 00:37:05,692
LEARNING.

1220
00:37:05,692 --> 00:37:06,993
BUT WE KNOW THAT THERE'S THIS

1221
00:37:06,993 --> 00:37:08,962
MIDDLE ZONE WHERE IT'S A LITTLE

1222
00:37:08,962 --> 00:37:10,163
DIFFICULT, AND PEOPLE CAN DO

1223
00:37:10,163 --> 00:37:15,001
THINGS WITH ASSISTANCE, AND THIS

1224
00:37:15,001 --> 00:37:16,736
IS WHAT'S TONED THE ZONE OF

1225
00:37:16,736 --> 00:37:17,937
PROXIMAL DEVELOPMENT.

1226
00:37:17,937 --> 00:37:19,305
SO THIS CONCEPT HAS REALLY

1227
00:37:19,305 --> 00:37:20,807
HELPED ME IN THE CLINICAL

1228
00:37:20,807 --> 00:37:22,742
SETTING THINK ABOUT HOW TO DO

1229
00:37:22,742 --> 00:37:25,311
EFFECTIVE TEACHING.

1230
00:37:25,311 --> 00:37:26,980
SO I THINK ABOUT EACH OF MY

1231
00:37:26,980 --> 00:37:28,181
LEARNERS, THE ONES WHO MAY NOT

1232
00:37:28,181 --> 00:37:29,616
BE DOING QUITE AS WELL AND THE

1233
00:37:29,616 --> 00:37:31,384
ONES WHO ARE SUPERSTARS IN THE

1234
00:37:31,384 --> 00:37:32,418
CLINICAL SETTING ALREADY, AND I

1235
00:37:32,418 --> 00:37:33,653
THINK ABOUT HOW CAN I MAKE IT

1236
00:37:33,653 --> 00:37:36,089
JUST A LITTLE BIT MORE DIFFICULT

1237
00:37:36,089 --> 00:37:37,690
FOR THEM, WHERE CAN I REALLY

1238
00:37:37,690 --> 00:37:41,027
STRETCH THEIR KNOWLEDGE.

1239
00:37:41,027 --> 00:37:42,328
AND SO FOR EXAMPLE, IT MAY BE

1240
00:37:42,328 --> 00:37:45,498
SOMETHING LIKE BREAKING BY NEWS

1241
00:37:45,498 --> 00:37:46,266
FOR AN M1.

1242
00:37:46,266 --> 00:37:48,168
I HAVE AN M1 IN MY CLINIC RIGHT

1243
00:37:48,168 --> 00:37:49,836
NOW AND SHE IS TRYING TO LEARN

1244
00:37:49,836 --> 00:37:50,970
HOW TO JUST LIKE TALK TO

1245
00:37:50,970 --> 00:37:51,471
PATIENTS, RIGHT?

1246
00:37:51,471 --> 00:37:54,741
SO I COULD HELP PREP HER FOR

1247
00:37:54,741 --> 00:37:55,275
BREAKING BAD NEWS.

1248
00:37:55,275 --> 00:37:56,976
I COULD TALK HER THROUGH IT, I

1249
00:37:56,976 --> 00:38:00,113
COULD ROLE PLAY WITH HER, AND

1250
00:38:00,113 --> 00:38:01,214
THEN SAY WE'RE GOING TO GO INTO

1251
00:38:01,214 --> 00:38:02,482
THIS ROOM, I KNOW THIS IS GOING

1252
00:38:02,482 --> 00:38:03,750
TO BE UNCOMFORTABLE, IT'S GOING

1253
00:38:03,750 --> 00:38:05,385
TO MAKE YOU UNCOMFORTABLE, BUT

1254
00:38:05,385 --> 00:38:06,853
WHY DON'T WE TRY THIS AND I'M

1255
00:38:06,853 --> 00:38:08,288
HERE AS A SUPPORT MECHANISM, AND

1256
00:38:08,288 --> 00:38:09,656
YOU CAN TURN TO ME IF, LIKE, YOU

1257
00:38:09,656 --> 00:38:12,892
GET TO THE POINT THAT YOU CAN'T

1258
00:38:12,892 --> 00:38:13,326
MOVE FORWARD.

1259
00:38:13,326 --> 00:38:15,295
BUT THAT IS GOING TO BE A MORE

1260
00:38:15,295 --> 00:38:16,930
EFFECTIVE LEARNING EXPERIENCE

1261
00:38:16,930 --> 00:38:18,431
THAN MAKING IT EASY FOR

1262
00:38:18,431 --> 00:38:22,001
SOMEBODY.

1263
00:38:22,001 --> 00:38:23,269
SAME WITH PEOPLE ANSWERING

1264
00:38:23,269 --> 00:38:23,837
MULTIPLE CHOICE QUESTIONS.

1265
00:38:23,837 --> 00:38:25,405
THIS IS WHY USING HARDER

1266
00:38:25,405 --> 00:38:28,441
QUESTIONS TO STUDY ACTUALLY

1267
00:38:28,441 --> 00:38:29,475
HELPS YOU LEARN BETTER.

1268
00:38:29,475 --> 00:38:31,411
SO IN MY COURSE, I PROVIDE A LOT

1269
00:38:31,411 --> 00:38:32,879
OF SELF-STUDY QUESTIONS BUT I

1270
00:38:32,879 --> 00:38:34,047
MAKE THEM A LITTLE HARDER THAN

1271
00:38:34,047 --> 00:38:35,415
THE EXAM, AND THAT RESULTS IN

1272
00:38:35,415 --> 00:38:37,717
MUCH, MUCH BETTER LEARNING AND

1273
00:38:37,717 --> 00:38:39,352
RETENTION THAN MAKING THEM

1274
00:38:39,352 --> 00:38:40,186
EQUIVALENT OR EASIER THAN THE

1275
00:38:40,186 --> 00:38:46,426
EXAM.

1276
00:38:46,426 --> 00:38:47,360
WHAT ABOUT APPLICATION OF

1277
00:38:47,360 --> 00:38:47,660
KNOWLEDGE?

1278
00:38:47,660 --> 00:38:48,862
THESE ARE THE CONCEPTS OF

1279
00:38:48,862 --> 00:38:50,396
GENERATION AND TRANSFERABILITY.

1280
00:38:50,396 --> 00:38:51,931
SO THIS IS EASY IN OUR FIELD

1281
00:38:51,931 --> 00:38:53,266
BECAUSE EVERYTHING THAT WE'RE

1282
00:38:53,266 --> 00:38:55,235
DOING IS ALREADY TRYING TO APPLY

1283
00:38:55,235 --> 00:38:56,636
TO A REAL WORLD CLINICAL

1284
00:38:56,636 --> 00:38:58,104
SETTING.

1285
00:38:58,104 --> 00:39:00,773
BUT JUST TO DEFINE THESE TERMS,

1286
00:39:00,773 --> 00:39:02,041
GENERATION IS REALLY THIS

1287
00:39:02,041 --> 00:39:03,343
ABILITY FOR PEOPLE TO SOLVE

1288
00:39:03,343 --> 00:39:04,878
PROBLEMS ON THEIR OWN.

1289
00:39:04,878 --> 00:39:06,246
COME UP WITH THEIR OWN

1290
00:39:06,246 --> 00:39:07,881
ASSESSMENT AND PLAN, THEIR OWN

1291
00:39:07,881 --> 00:39:08,414
DIFFERENTIAL DIAGNOSIS AND

1292
00:39:08,414 --> 00:39:10,383
THINGS LIKE THAT.

1293
00:39:10,383 --> 00:39:11,818
TRANSFERRED IS THE ABILITY TO

1294
00:39:11,818 --> 00:39:13,820
THEN TAKE THAT LEARNING TO NEW

1295
00:39:13,820 --> 00:39:14,888
AND VARIED CONTEXTS.

1296
00:39:14,888 --> 00:39:16,956
SO HOW CAN WE DO THIS

1297
00:39:16,956 --> 00:39:19,726
DELIBERATELY IN THE CLINICAL

1298
00:39:19,726 --> 00:39:21,661
SETTING?

1299
00:39:21,661 --> 00:39:22,762
SO IF WE HAVE A PATIENT THAT

1300
00:39:22,762 --> 00:39:25,398
WE'RE SEEING WITH ONE OF OUR

1301
00:39:25,398 --> 00:39:26,566
LEARNERS, LET'S SAY A PERSON

1302
00:39:26,566 --> 00:39:32,872
COMING IN WITH FEVER OF UNKNOWN

1303
00:39:32,872 --> 00:39:34,073
ORIGIN, WE CAN FORCE THEM TO

1304
00:39:34,073 --> 00:39:35,541
COME UP WITH A PLAN, RIGHT?

1305
00:39:35,541 --> 00:39:37,410
A LOT OF OUR LEARNERS ARE

1306
00:39:37,410 --> 00:39:38,511
ALREADY DOING THIS, BUT

1307
00:39:38,511 --> 00:39:39,178
SOMETIMES PEOPLE JUST STOP AND

1308
00:39:39,178 --> 00:39:40,613
WANT YOU TO FILL IN THE GAPS,

1309
00:39:40,613 --> 00:39:41,681
AND INSTEAD OF DOING THAT,

1310
00:39:41,681 --> 00:39:43,049
REALLY ASKING THEM, LIKE, TELL

1311
00:39:43,049 --> 00:39:44,250
ME WHAT YOUR APPROACH IS FOR

1312
00:39:44,250 --> 00:39:45,218
THIS.

1313
00:39:45,218 --> 00:39:46,219
WHAT'S YOUR DIFFERENTIAL

1314
00:39:46,219 --> 00:39:48,288
DIAGNOSIS?

1315
00:39:48,288 --> 00:39:50,356
WHAT DIAGNOSTIC TESTS DO YOU

1316
00:39:50,356 --> 00:39:50,823
WANT DONE?

1317
00:39:50,823 --> 00:39:53,693
WHY DO YOU WANT T TO DO THAT?

1318
00:39:53,693 --> 00:39:55,028
AND THEN DO YOU WANT TO START

1319
00:39:55,028 --> 00:39:55,561
TREATMENT?

1320
00:39:55,561 --> 00:39:56,429
WHY OR WHY NOT?

1321
00:39:56,429 --> 00:39:58,131
SO WE DON'T WANT TO ASK EVERY

1322
00:39:58,131 --> 00:39:59,299
QUESTION FOR EACH PATIENT

1323
00:39:59,299 --> 00:40:00,600
BECAUSE THAT BECOMES REALLY

1324
00:40:00,600 --> 00:40:02,268
TIRING, BUT THINKING ABOUT WHAT

1325
00:40:02,268 --> 00:40:03,369
POINT THEY NEED HELP WITH AND

1326
00:40:03,369 --> 00:40:05,004
MAKING SURE TO MAKE THEM COMMIT

1327
00:40:05,004 --> 00:40:08,207
BEFORE WE PROVIDE THE TEACHING.

1328
00:40:08,207 --> 00:40:09,309
BUT I THINK THE THING THAT'S

1329
00:40:09,309 --> 00:40:11,077
MOST HELPFUL IS THINKING ABOUT

1330
00:40:11,077 --> 00:40:11,744
TRANSFER.

1331
00:40:11,744 --> 00:40:13,546
BECAUSE WE CAN DO THIS WITH OUR

1332
00:40:13,546 --> 00:40:15,014
LEARNERS WHO ALREADY SEEM TO

1333
00:40:15,014 --> 00:40:17,784
KNOW MOST OF THE INFORMATION.

1334
00:40:17,784 --> 00:40:19,085
YOU CAN ALWAYS MIX IT UP TO MAKE

1335
00:40:19,085 --> 00:40:20,753
IT MORE DIFFICULT AND TO REALLY

1336
00:40:20,753 --> 00:40:22,522
STRETCH THEIR LEARNING.

1337
00:40:22,522 --> 00:40:23,923
SO LET'S SAY THEY HAVE A GREAT

1338
00:40:23,923 --> 00:40:27,060
PLPLAN FOR THIS PATIENT WITH FER

1339
00:40:27,060 --> 00:40:28,428
OF UNKNOWN ORIGIN.

1340
00:40:28,428 --> 00:40:29,495
WELL, THEN YOU CAN ASK THEM A

1341
00:40:29,495 --> 00:40:31,297
QUESTION LIKE, HOW WOULD YOUR

1342
00:40:31,297 --> 00:40:33,499
DIFFERENTIAL DIAGNOSIS CHANGE?

1343
00:40:33,499 --> 00:40:34,901
IF I CHANGE THE AGE OF THE

1344
00:40:34,901 --> 00:40:35,234
PATIENT?

1345
00:40:35,234 --> 00:40:37,737
IF I CHANGE THEIR EPIDEMIOLOGY?

1346
00:40:37,737 --> 00:40:39,439
IF I CHANGED LIKE SOME OF THEIR

1347
00:40:39,439 --> 00:40:41,607
MEDICAL CONDITIONS?

1348
00:40:41,607 --> 00:40:43,576
HOW WOULD IT CHANGE IF I CHANGED

1349
00:40:43,576 --> 00:40:45,478
SOME OF THE CLINICAL FEATURES,

1350
00:40:45,478 --> 00:40:46,879
LIKE WHAT IF THEY'D HAD A FEVER

1351
00:40:46,879 --> 00:40:48,081
FOR A YEAR AND WERE COMING IN

1352
00:40:48,081 --> 00:40:48,915
VERSUS JUST A MONTH?

1353
00:40:48,915 --> 00:40:51,617
WHAT IF THEY HAD PANCYTOPENIA,

1354
00:40:51,617 --> 00:40:53,419
WHAT IF THEY HAD A MURMUR ON

1355
00:40:53,419 --> 00:40:54,053
PHYSICAL EXAM?

1356
00:40:54,053 --> 00:40:56,122
AGAIN, WHAT ARE THINGS WE COULD

1357
00:40:56,122 --> 00:40:57,657
DO TO MAKE IT JUST A LITTLE BIT

1358
00:40:57,657 --> 00:40:58,858
MORE CHALLENGING FOR THEM?

1359
00:40:58,858 --> 00:41:00,760
OR WITH TREATMENT.

1360
00:41:00,760 --> 00:41:02,061
LET'S SAY THAT WE HAVE A

1361
00:41:02,061 --> 00:41:05,031
PATIENT, THEY END UP HAVING

1362
00:41:05,031 --> 00:41:06,265
CULTURE NEGATIVE ENDOCARDITIS.

1363
00:41:06,265 --> 00:41:07,533
THEY COME UP WITH A GREAT

1364
00:41:07,533 --> 00:41:08,434
TREATMENT PLAN BUT A LOT OF

1365
00:41:08,434 --> 00:41:10,136
TIMES THEY MAY JUST BE SAYING

1366
00:41:10,136 --> 00:41:11,104
THINGS THEY FOUND IN THE

1367
00:41:11,104 --> 00:41:12,405
GUIDELINES OR READ SOMEWHERE.

1368
00:41:12,405 --> 00:41:15,208
SO REALLY LIKE FORCING THEM TO

1369
00:41:15,208 --> 00:41:19,212
THEN, LIKE, HOW WOULD YOU CHANGE

1370
00:41:19,212 --> 00:41:20,513
THAT REGIMENT IF THE PATIENT HAD

1371
00:41:20,513 --> 00:41:21,748
A PROSTHETIC VALVE?

1372
00:41:21,748 --> 00:41:23,616
WHAT IF THEY WERE ON DIALYSIS?

1373
00:41:23,616 --> 00:41:26,119
WHAT IF THEY HAD AN ALLERGY TO

1374
00:41:26,119 --> 00:41:27,587
THIS MEDICATION OR

1375
00:41:27,587 --> 00:41:28,588
CONTRAINDICATION?

1376
00:41:28,588 --> 00:41:30,456
WHAT ABOUT SYSTEMS FACTORS?

1377
00:41:30,456 --> 00:41:32,859
LIKE WHAT IF THEY COULD NOT

1378
00:41:32,859 --> 00:41:35,728
AFFORD LINASALED, WHAT IF THEY

1379
00:41:35,728 --> 00:41:38,264
COULD NOT DO AT-HOME ANTIBIOTICS

1380
00:41:38,264 --> 00:41:39,265
FOR WHATEVER REASON?

1381
00:41:39,265 --> 00:41:41,000
HOW WOULD THAT CHANGE HOW YOU

1382
00:41:41,000 --> 00:41:41,667
MANAGE IT?

1383
00:41:41,667 --> 00:41:43,636
I FOUND THIS PART OF TRANSFER IS

1384
00:41:43,636 --> 00:41:45,104
WHAT HAS REALLY ELEVATED MY

1385
00:41:45,104 --> 00:41:48,041
CLINICAL TEACHING, PE ESPECIALLY

1386
00:41:48,041 --> 00:41:49,842
WITH REALLY ADVANCED LEARNERS

1387
00:41:49,842 --> 00:41:51,077
WHO I FELT LIKE I HAD LIMITED

1388
00:41:51,077 --> 00:41:53,646
THINGS TO TEACH, I FELT BY

1389
00:41:53,646 --> 00:41:55,882
MIXING IT UP, I COULD REALLY

1390
00:41:55,882 --> 00:41:56,549
HELP STRETCH THEIR LEARNING.

1391
00:41:56,549 --> 00:41:57,850
NOW IN THE CLASSROOM, I THINK

1392
00:41:57,850 --> 00:42:01,888
THAT THIS IS WHERE CASE-BASED

1393
00:42:01,888 --> 00:42:03,156
LEARNING, IT SHOWS US WHY THAT'S

1394
00:42:03,156 --> 00:42:04,123
IMPORTANT.

1395
00:42:04,123 --> 00:42:06,092
LEARNING ISOLATED FACTS DOESN'T

1396
00:42:06,092 --> 00:42:07,460
HELP UNLESS WE CAN APPLY TO

1397
00:42:07,460 --> 00:42:08,728
STUFF, AND THIS IS WHY THE

1398
00:42:08,728 --> 00:42:09,829
LITERATURE SHOWS THAT THINGS

1399
00:42:09,829 --> 00:42:11,731
LIKE PROBLEM-BASED LEARNING,

1400
00:42:11,731 --> 00:42:12,498
TEAM-BASED LEARNING, ALL OF

1401
00:42:12,498 --> 00:42:13,599
THESE ARE MUCH MORE EFFECTIVE

1402
00:42:13,599 --> 00:42:17,537
WAYS TO LEARN THAN JUST GIVING A

1403
00:42:17,537 --> 00:42:18,438
LECTURE ON A TOPIC.

1404
00:42:18,438 --> 00:42:19,405
SO THINKING ABOUT EVEN IF WE'RE

1405
00:42:19,405 --> 00:42:21,274
GIVING A LECTURE, HOW CAN WE

1406
00:42:21,274 --> 00:42:24,610
INCORPORATE CASES INTO IT AND

1407
00:42:24,610 --> 00:42:27,413
QUESTIONS INTO TO AGAIN FORCE

1408
00:42:27,413 --> 00:42:28,848
PEOPLE TO GENERATE INFORMATION

1409
00:42:28,848 --> 00:42:32,485
AND TRANSFER INFORMATION TO NEW

1410
00:42:32,485 --> 00:42:34,754
CONTEXTS.

1411
00:42:34,754 --> 00:42:35,755
FINALLY WHAT ABOUT MASTERY?

1412
00:42:35,755 --> 00:42:37,090
THIS IS SOMETHING ALL OF US ARE

1413
00:42:37,090 --> 00:42:38,091
WORKING ON NO MATTER WHAT OUR

1414
00:42:38,091 --> 00:42:40,259
STAGE OF CAREER.

1415
00:42:40,259 --> 00:42:41,828
THIS IS THE CONCEPT OF

1416
00:42:41,828 --> 00:42:42,462
DELIBERATE PRACTICE.

1417
00:42:42,462 --> 00:42:47,834
THIS IS SOMETHING THAT SOME OF

1418
00:42:47,834 --> 00:42:49,702
YOU MAY HAVE READ THE BOOK

1419
00:42:49,702 --> 00:42:50,103
"PEAK."

1420
00:42:50,103 --> 00:42:51,237
THIS CAME OUT, I DON'T KNOW, 10

1421
00:42:51,237 --> 00:42:54,674
YEARS AGO, 15 YEARS AGO, BUT AN

1422
00:42:54,674 --> 00:42:56,676
DERS ERICKSON SPENT HIS ENTIRE

1423
00:42:56,676 --> 00:42:58,211
CAREER STUDYING EXPERTS AND HOW

1424
00:42:58,211 --> 00:42:58,878
PEOPLE BECOME EXPERT.

1425
00:42:58,878 --> 00:43:01,948
HE STUDIED CHESS PLAYERS AND HE

1426
00:43:01,948 --> 00:43:05,551
STUDIED MUSICIANS AND THIS BOOK

1427
00:43:05,551 --> 00:43:07,153
IS REALLY FASCINATING BECAUSE IT

1428
00:43:07,153 --> 00:43:08,454
TALKS ABOUT HOW DO PEOPLE

1429
00:43:08,454 --> 00:43:09,155
DEVELOP EXPERTISE?

1430
00:43:09,155 --> 00:43:10,356
WHY DO SOME PEOPLE BECOME

1431
00:43:10,356 --> 00:43:12,458
EXPERTS IN THEIR FIELD AND OTHER

1432
00:43:12,458 --> 00:43:15,228
PEOPLE NOT BECOME EXPERTS?

1433
00:43:15,228 --> 00:43:17,563
AND ONE OF THE THINGS THAT'S A

1434
00:43:17,563 --> 00:43:20,066
CENTRAL PREMISE OF WHAT HE FOUND

1435
00:43:20,066 --> 00:43:21,701
IS THAT EXPERIENCE DOES NOT

1436
00:43:21,701 --> 00:43:26,105
NECESSARILY EQUAL SPER TEET.

1437
00:43:26,105 --> 00:43:27,573
SO HE DIDN'T SAY YOU DON'T NEED

1438
00:43:27,573 --> 00:43:28,741
EXPERIENCE, BUT JUST HAVING

1439
00:43:28,741 --> 00:43:29,842
EXPERIENCE DOESN'T LEAD TO YOU

1440
00:43:29,842 --> 00:43:31,511
BECOMING AN EXPERT.

1441
00:43:31,511 --> 00:43:33,279
AND SO HERE IS AN ARTICLE THAT

1442
00:43:33,279 --> 00:43:36,482
HE WROTE IN ACADEMIC MEDICINE,

1443
00:43:36,482 --> 00:43:39,886
AND HE HAS THIS GRAPH WHICH I

1444
00:43:39,886 --> 00:43:41,020
HAVE A LITTLE BIT OF PROBLEM

1445
00:43:41,020 --> 00:43:43,189
WITH WHICH WE'LL COME TO IN A

1446
00:43:43,189 --> 00:43:44,657
SECOND, BUT HE TALKS ABOUT

1447
00:43:44,657 --> 00:43:45,958
PERFORMANCE OVER TIME, AND HERE

1448
00:43:45,958 --> 00:43:48,528
HE SHOWS THAT OVER TIME, WHAT

1449
00:43:48,528 --> 00:43:49,996
HAPPENS IS, PEOPLE FINISH

1450
00:43:49,996 --> 00:43:51,497
TRAINING AND THEN HAVE KIND OF

1451
00:43:51,497 --> 00:43:56,135
DEGRADATION OF THEIR SKILLS.

1452
00:43:56,135 --> 00:43:57,336
HE TALKS ABOUT PEOPLE WHO ARE

1453
00:43:57,336 --> 00:43:59,872
BECOMING FELLOWS OR SPECIALISTS,

1454
00:43:59,872 --> 00:44:01,874
REALLY YOUR FELLOWSHIP IS ABOUT

1455
00:44:01,874 --> 00:44:05,511
ENGAGING IN DELIBERATE PRACTICE.

1456
00:44:05,511 --> 00:44:07,580
YOU HAVE A MORE FOCUSED PATIENT

1457
00:44:07,580 --> 00:44:08,814
POPULATION THAT YOU'RE SEEING OR

1458
00:44:08,814 --> 00:44:10,616
DISEASES THAT YOU'RE SEEING, AND

1459
00:44:10,616 --> 00:44:12,985
YOU'RE ABLE TO LIKE GET REPS

1460
00:44:12,985 --> 00:44:15,388
OVER AND OVER AGAIN WITH

1461
00:44:15,388 --> 00:44:18,157
FEEDBACK FROM OTHER PEOPLE ABOUT

1462
00:44:18,157 --> 00:44:19,592
HOW YOU'RE FUNCTIONING, AND THAT

1463
00:44:19,592 --> 00:44:21,527
REALLY HELPS ACCELERATE YOUR

1464
00:44:21,527 --> 00:44:23,196
LEARNING, AND THEN YOU CAN

1465
00:44:23,196 --> 00:44:24,764
MAINTAIN THAT BUT, AGAIN, THAT

1466
00:44:24,764 --> 00:44:26,165
CAN DECAY OVER TIME.

1467
00:44:26,165 --> 00:44:28,267
AND SO ONCE WE GET OUT OF

1468
00:44:28,267 --> 00:44:29,936
TRAINING, HOW DO WE REALLY

1469
00:44:29,936 --> 00:44:31,904
PURPOSELY MAINTAIN THIS CONCEPT

1470
00:44:31,904 --> 00:44:33,706
OF DELIBERATE PRACTICE?

1471
00:44:33,706 --> 00:44:35,241
THAT'S WHAT ALL OF HIS RESEARCH

1472
00:44:35,241 --> 00:44:35,942
WAS ON.

1473
00:44:35,942 --> 00:44:37,343
AND IT REALLY COMES DOWN TO

1474
00:44:37,343 --> 00:44:40,179
SOMETHING VERY SIMPLE.

1475
00:44:40,179 --> 00:44:44,116
YOU HAVE TO ESTABLISH GOALS FOR

1476
00:44:44,116 --> 00:44:45,251
YOUR LEARNING.

1477
00:44:45,251 --> 00:44:46,586
THEN YOU PRACTICE, AND THEN YOU

1478
00:44:46,586 --> 00:44:49,522
GET FEAD B FEEDBACK SOME WAY.

1479
00:44:49,522 --> 00:44:51,224
SO THAT FEEDBACK CAN BE

1480
00:44:51,224 --> 00:44:53,059
OBJECTIVE FEEDBACK ON YOUR

1481
00:44:53,059 --> 00:44:54,694
PERFORMANCE, IT CAN BE LIKE

1482
00:44:54,694 --> 00:44:56,028
LOOKING AT YOUR PATIENT PANEL

1483
00:44:56,028 --> 00:44:58,331
AND WATCHING PATIENT OUTCOMES,

1484
00:44:58,331 --> 00:45:00,199
IT CAN BE PEER FEEDBACK, IT CAN

1485
00:45:00,199 --> 00:45:02,068
BE FEEDBACK FROM LEARNERS, BUT

1486
00:45:02,068 --> 00:45:03,869
YOU NEED TO GET FEEDBACK SOME

1487
00:45:03,869 --> 00:45:05,838
WAY, SEE IF YOU'VE ACHIEVED YOUR

1488
00:45:05,838 --> 00:45:09,308
GOALS, AND THEN CONTINUE TO

1489
00:45:09,308 --> 00:45:12,545
REFINE THINGS OVER TIME.

1490
00:45:12,545 --> 00:45:15,815
THIS IS THE RESEARCH ESPECIALLY

1491
00:45:15,815 --> 00:45:18,017
BEHIND PROCEDURES AND HOW WE GET

1492
00:45:18,017 --> 00:45:18,951
BETTER AT PROCEDURES.

1493
00:45:18,951 --> 00:45:20,286
IT'S LIKE YOU FOCUS AT ONE STEP

1494
00:45:20,286 --> 00:45:21,354
OF THE PROCEDURE AT A TIME AND

1495
00:45:21,354 --> 00:45:22,455
YOU THINK ABOUT HOW TO PERFECT

1496
00:45:22,455 --> 00:45:24,056
THAT AND YOU GET FEEDBACK ON

1497
00:45:24,056 --> 00:45:24,790
THAT SINGLE PROCEDURE.

1498
00:45:24,790 --> 00:45:30,563
THIS IS THE CONCEPT OF COACHING,

1499
00:45:30,563 --> 00:45:31,530
WHEN HE HAS SOMEBODY COME IN AND

1500
00:45:31,530 --> 00:45:32,398
WATCH HIS SURGERIES.

1501
00:45:32,398 --> 00:45:34,567
THAT'S THE CONCEPT OF DELIBERATE

1502
00:45:34,567 --> 00:45:36,168
PRACTICE OF SOMEBODY REALLY

1503
00:45:36,168 --> 00:45:37,470
FOCUSING ON HELPING YOU WITH A

1504
00:45:37,470 --> 00:45:38,704
GOAL.

1505
00:45:38,704 --> 00:45:45,378
SO THIS CAN B BE MORE THAN

1506
00:45:45,378 --> 00:45:46,379
PROCEDURES, THOUGH, I THINK

1507
00:45:46,379 --> 00:45:48,247
ABOUT THIS WITH COMMUNICATION.

1508
00:45:48,247 --> 00:45:51,017
LET'S SAY WE'RE TRYING TO REALLY

1509
00:45:51,017 --> 00:45:53,552
IMPROVE TOBACCO CESSATION, IT

1510
00:45:53,552 --> 00:45:54,920
REALLY IMPACTS THEIR HEALTH,

1511
00:45:54,920 --> 00:45:57,189
ESPECIALLY WITH HIV, WHICH IS AN

1512
00:45:57,189 --> 00:45:58,758
ACCELERATOR OF A LOT OF THE

1513
00:45:58,758 --> 00:46:00,326
DISEASES.

1514
00:46:00,326 --> 00:46:01,694
SO I MAY DECIDE ONE MONTH THAT

1515
00:46:01,694 --> 00:46:03,429
I'M GOING TO FOCUS ON TOBACCO

1516
00:46:03,429 --> 00:46:03,996
CESSATION COUNSELING.

1517
00:46:03,996 --> 00:46:06,098
SO I READ ABOUT IT, I SET GOALS

1518
00:46:06,098 --> 00:46:07,933
FOR MYSELF, I PRACTICE THAT SAME

1519
00:46:07,933 --> 00:46:09,635
SKILL OVER AND OVER AND FIGURE

1520
00:46:09,635 --> 00:46:10,503
OUT HOW I'M GOING TO GET

1521
00:46:10,503 --> 00:46:10,836
FEEDBACK.

1522
00:46:10,836 --> 00:46:12,705
IS IT GOING TO BE SEEING IF

1523
00:46:12,705 --> 00:46:14,173
PATIENTS QUIT, AND THEN ASKING

1524
00:46:14,173 --> 00:46:14,940
WHAT WAS EFFECTIVE?

1525
00:46:14,940 --> 00:46:16,242
IS IT GOING TO BE ASKING

1526
00:46:16,242 --> 00:46:17,109
PATIENTS FOR FEEDBACK?

1527
00:46:17,109 --> 00:46:19,779
IS IT GOING TO BE HAVING MAYBE

1528
00:46:19,779 --> 00:46:21,013
OUR PULMONOLOGIST IN THE CLINIC

1529
00:46:21,013 --> 00:46:22,381
COME AND WATCH ME, WHO DOES THIS

1530
00:46:22,381 --> 00:46:25,551
EVERY DAY IN HIS JOB.

1531
00:46:25,551 --> 00:46:27,920
FOR CLINICAL REASONING, MAYBE I

1532
00:46:27,920 --> 00:46:30,556
WANT TO REFINE SOME OF MY

1533
00:46:30,556 --> 00:46:32,191
ILLNESS SCRIPPS AND MY

1534
00:46:32,191 --> 00:46:33,693
APPROACHES TO DIFFERENT THING.

1535
00:46:33,693 --> 00:46:34,727
SO I HAVE A DIFFERENTIAL FOR

1536
00:46:34,727 --> 00:46:36,595
FEVER OF UNKNOWN ORIGIN, I SEE

1537
00:46:36,595 --> 00:46:38,364
THIS ALL THE TIME, IT'S PART OF

1538
00:46:38,364 --> 00:46:39,265
MY CLINICAL PRACTICE, BUT ARE

1539
00:46:39,265 --> 00:46:40,800
THERE WAYS THAT I CAN CONTINUE

1540
00:46:40,800 --> 00:46:42,535
TO ADD TO THIS IN A PURPOSEFUL

1541
00:46:42,535 --> 00:46:43,002
WAY?

1542
00:46:43,002 --> 00:46:45,304
ARE THERE WAYS I CAN REFINE MY

1543
00:46:45,304 --> 00:46:47,406
APPROACH AND FOCUS ON THIS FOR A

1544
00:46:47,406 --> 00:46:50,710
COUPLE MONTHS AS I SEE PATIENTS

1545
00:46:50,710 --> 00:46:53,479
ON THIS PARTICULAR SKILLSET.

1546
00:46:53,479 --> 00:46:56,048
OR PHYSICAL EXAM, RASHES, NOT AS

1547
00:46:56,048 --> 00:46:57,750
GOOD AS A DERMATOLOGIST, RIGHT?

1548
00:46:57,750 --> 00:46:59,218
THIS IS REALLY HARD.

1549
00:46:59,218 --> 00:47:01,053
THINKING ABOUT HOW TO DESCRIBE

1550
00:47:01,053 --> 00:47:02,254
RASHES, RECOGNIZE RASHES.

1551
00:47:02,254 --> 00:47:03,956
SO AGAIN, I COULD FOCUS ON THIS

1552
00:47:03,956 --> 00:47:04,757
FOR A MONTH.

1553
00:47:04,757 --> 00:47:08,027
BUT REALLY THINKING ABOUT HOW

1554
00:47:08,027 --> 00:47:08,994
INSTEAD OF JUST LEARNING EVERY

1555
00:47:08,994 --> 00:47:11,330
DAY, WE REALLY FOCUS ON SPECIFIC

1556
00:47:11,330 --> 00:47:12,665
GOALS AND TRY TO GET THOSE

1557
00:47:12,665 --> 00:47:17,436
BETTER.

1558
00:47:17,436 --> 00:47:18,938
SO HERE'S KIND OF A ROAD MAP OF

1559
00:47:18,938 --> 00:47:19,672
WHAT WE DISCUSSED.

1560
00:47:19,672 --> 00:47:22,007
I KNOW THIS IS A SURVEY OF A LOT

1561
00:47:22,007 --> 00:47:22,842
OF PRINCIPLES.

1562
00:47:22,842 --> 00:47:26,379
I FOUND IT IN THIS TYPE OF

1563
00:47:26,379 --> 00:47:27,713
SETTING, IT'S BEST TO PROVIDE A

1564
00:47:27,713 --> 00:47:29,348
LITTLE KIND OF INFORMATION ABOUT

1565
00:47:29,348 --> 00:47:30,249
EACH WITH SOME CONCRETE

1566
00:47:30,249 --> 00:47:30,516
EXAMPLES.

1567
00:47:30,516 --> 00:47:32,451
I THINK IT CAN BE HARD TO GO TOO

1568
00:47:32,451 --> 00:47:33,686
IN DEPTH FOR THESE.

1569
00:47:33,686 --> 00:47:35,054
BUT IF YOU TAKE NOTHING ELSE

1570
00:47:35,054 --> 00:47:37,189
AWAY FROM THIS TALK, WHAT I HOPE

1571
00:47:37,189 --> 00:47:40,025
YOU TAKE AWAY IS TO HELP PEOPLE

1572
00:47:40,025 --> 00:47:43,429
WITH LEARNING OR YOUR OWN

1573
00:47:43,429 --> 00:47:44,864
LEARNING, TO UNDERSTAND WE

1574
00:47:44,864 --> 00:47:47,099
REALLY WANT TO SIMPLIFY AND

1575
00:47:47,099 --> 00:47:49,702
ORGANIZE CONTENT THAT WE'RE

1576
00:47:49,702 --> 00:47:50,169
TEACHING.

1577
00:47:50,169 --> 00:47:54,340
WE THEN WANT TO ENGAGE IN

1578
00:47:54,340 --> 00:47:57,810
EFFORTFUL REPEATED PRACTICE ON

1579
00:47:57,810 --> 00:48:01,680
REALISTIC AND VARIED SCENARIOS.

1580
00:48:01,680 --> 00:48:03,783
AND WITH TARGETED FEEDBACK ON

1581
00:48:03,783 --> 00:48:05,351
THAT INFORMATION.

1582
00:48:05,351 --> 00:48:08,587
AND FOLLOWING THIS IS REALLY

1583
00:48:08,587 --> 00:48:09,755
WHAT HAS BEEN SHOWN TO HELP IN

1584
00:48:09,755 --> 00:48:12,224
THE SCIENCE OF LEARNING WITH OUR

1585
00:48:12,224 --> 00:48:14,460
OWN LEARNING AND OUR TEACHING.

1586
00:48:14,460 --> 00:48:16,228
SO IF YOU'RE INTERESTED IN

1587
00:48:16,228 --> 00:48:18,664
READING ABOUT SOME OF THIS

1588
00:48:18,664 --> 00:48:20,966
RESEARCH AND KIND OF SUMMARY

1589
00:48:20,966 --> 00:48:23,269
FORMAT, SPECIFICALLY FOR MEDICAL

1590
00:48:23,269 --> 00:48:25,471
EDUCATION, THESE ARE FOUR

1591
00:48:25,471 --> 00:48:26,005
WONDERFUL RESOURCES.

1592
00:48:26,005 --> 00:48:29,208
THIS PODCAST ON THE CURB SIDERS

1593
00:48:29,208 --> 00:48:30,576
TEACH OF THE SCIENCE OF LEARNING

1594
00:48:30,576 --> 00:48:32,111
IS EXCELLENT, AND THEN THERE ARE

1595
00:48:32,111 --> 00:48:33,846
THREE ARTICLES HERE, HOLLY

1596
00:48:33,846 --> 00:48:35,047
GOODING IS ACTUALLY A COLLEAGUE

1597
00:48:35,047 --> 00:48:37,149
WITH ME NOW AT EMORY AND TEACHES

1598
00:48:37,149 --> 00:48:43,456
IN THE HARVARD MAY SEE COURSE MS

1599
00:48:43,456 --> 00:48:44,890
CONTENT, IS REALLY AN EXPERT IN

1600
00:48:44,890 --> 00:48:46,025
IT AND REALLY A PHENOMENAL

1601
00:48:46,025 --> 00:48:47,159
ARTICLE THAT PROVIDES SOME

1602
00:48:47,159 --> 00:48:47,893
REFERENCES.

1603
00:48:47,893 --> 00:48:49,094
BUT THE WAY I GOT INTERESTED IN

1604
00:48:49,094 --> 00:48:50,429
THIS WAS ACTUALLY THESE BOOKS

1605
00:48:50,429 --> 00:48:51,730
WHICH SOME OF YOU MAY HAVE READ,

1606
00:48:51,730 --> 00:48:56,068
MAKE IT STICK IN PARTICULAR.

1607
00:48:56,068 --> 00:48:56,936
REALLY GOES INTO NOT ONLY WHAT

1608
00:48:56,936 --> 00:48:59,138
TO DO BUT THE RESEARCH BEHIND IT

1609
00:48:59,138 --> 00:49:00,539
AND SOME EXPLICIT EXAMPLES.

1610
00:49:00,539 --> 00:49:02,541
SO I FIND THAT FOR EDUCATORS,

1611
00:49:02,541 --> 00:49:04,076
THESE BOOKS ARE REALLY FUN TO

1612
00:49:04,076 --> 00:49:06,312
READ AND APPROACHABLE AND I USE

1613
00:49:06,312 --> 00:49:08,514
THEM WHEN I AM TEACHING OTHER

1614
00:49:08,514 --> 00:49:11,283
PEOPLE AND FACULTY DEVELOPMENT

1615
00:49:11,283 --> 00:49:13,819
OR MY MED ED TRACK IN THE

1616
00:49:13,819 --> 00:49:14,420
RESIDENCY PROGRAM.

1617
00:49:14,420 --> 00:49:15,821
SO I'M HAPPY TO TAKE ANY

1618
00:49:15,821 --> 00:49:17,022
QUESTIONS RELATED TO THIS OR

1619
00:49:17,022 --> 00:49:18,090
RELATED TO OTHER THINGS.

1620
00:49:18,090 --> 00:49:18,891
THANK YOU.

1621
00:49:18,891 --> 00:49:26,899
[APPLAUSE]

1622
00:49:26,899 --> 00:49:27,566
>> THANK YOU VERY MUCH.

1623
00:49:27,566 --> 00:49:30,236
I'M GOING TO HAVE EVERYBODY

1624
00:49:30,236 --> 00:49:31,203
REPEAT EVERYTHING SHE SAID JUST

1625
00:49:31,203 --> 00:49:32,471
FOR SPACE LEARNING, BUT HAPPY TO

1626
00:49:32,471 --> 00:49:33,739
TAKE SOME QUESTIONS.

1627
00:49:33,739 --> 00:49:35,741
EXPWR FIRS

1628
00:49:35,741 --> 00:49:38,210
>> JIM GILMAN, CEO OF THE

1629
00:49:38,210 --> 00:49:38,944
CLINICAL CENTER.

1630
00:49:38,944 --> 00:49:39,578
THANKS A LOT FOR YOUR TALK.

1631
00:49:39,578 --> 00:49:40,546
I ENJOYED IT VERY MUCH.

1632
00:49:40,546 --> 00:49:43,115
BUT I DO HAVE SOME QIS BECAUSE

1633
00:49:43,115 --> 00:49:47,286
THE ENTIRE TALK IS FROM THE

1634
00:49:47,286 --> 00:49:48,087
PERSPECTIVE OF THE TEACHER.

1635
00:49:48,087 --> 00:49:50,956
>> YEP.

1636
00:49:50,956 --> 00:49:53,859
>> THERE'S NOTHING IN HERE
ABOUT

1637
00:49:53,859 --> 00:49:57,129
THE WAY DIFFERENT GROUPS OF

1638
00:49:57,129 --> 00:50:01,066
PEOPLE LEARN, NOTHING ABOUT

1639
00:50:01,066 --> 00:50:03,002
VISUAL VERSUS VERBAL LEARNERS,

1640
00:50:03,002 --> 00:50:04,203
AND I DON'T KNOW WHETHER IT'S

1641
00:50:04,203 --> 00:50:06,672
JUST THAT YOU'VE COVERED

1642
00:50:06,672 --> 00:50:08,774
EVERYTHING IN THE WAY -- IN ALL

1643
00:50:08,774 --> 00:50:09,942
THE DIFFERENT THINGS THAT YOU'VE

1644
00:50:09,942 --> 00:50:13,379
DONE, OR WHETHER IT'S NOT

1645
00:50:13,379 --> 00:50:15,481
USEFUL, IT'S NOT A USEFUL

1646
00:50:15,481 --> 00:50:17,449
CONSTRUCT AND TRYING TO

1647
00:50:17,449 --> 00:50:19,418
UNDERSTAND HOW INDIVIDUALS

1648
00:50:19,418 --> 00:50:19,985
LEARN.

1649
00:50:19,985 --> 00:50:21,787
SO THAT'S -- SO THAT'S A

1650
00:50:21,787 --> 00:50:22,354
QUESTION, I GUESS.

1651
00:50:22,354 --> 00:50:25,090
>> YEAH, THAT'S A GREAT

1652
00:50:25,090 --> 00:50:26,058
QUESTION, AND IT'S ACTUALLY ONE

1653
00:50:26,058 --> 00:50:27,893
OF THE MOST COMMON

1654
00:50:27,893 --> 00:50:29,361
MISCONCEPTIONS IN LEARNING, AND

1655
00:50:29,361 --> 00:50:32,464
SOMETHING THAT I DIDN'T REALLY

1656
00:50:32,464 --> 00:50:33,999
KNOW MUCH ABOUT UNTIL MY MASTERS

1657
00:50:33,999 --> 00:50:34,300
PROGRAM.

1658
00:50:34,300 --> 00:50:36,101
WE ACTUALLY SPENT AN ENTIRE,

1659
00:50:36,101 --> 00:50:38,537
LIKE, SESSION ON THIS TOPIC, AND

1660
00:50:38,537 --> 00:50:39,872
DEBATED WITH EACH OTHER ON IT

1661
00:50:39,872 --> 00:50:41,607
AND READ BOTH SIDES IN THE

1662
00:50:41,607 --> 00:50:41,907
LITERATURE.

1663
00:50:41,907 --> 00:50:43,742
AND ACTUALLY WHAT THE LITERATURE

1664
00:50:43,742 --> 00:50:47,146
SHOWS IS WE TALK A LOT ABOUT

1665
00:50:47,146 --> 00:50:48,013
LEARNING STYLES, THERE'S NO

1666
00:50:48,013 --> 00:50:49,248
EVIDENCE FOR LEARNING STYLES.

1667
00:50:49,248 --> 00:50:50,783
WE SHOULD NOT BE DOING IT AND

1668
00:50:50,783 --> 00:50:53,419
THERE'S ACTUALLY EVIDENCE

1669
00:50:53,419 --> 00:50:56,188
AGAINST IT, AND SO WE ALL HAVE A

1670
00:50:56,188 --> 00:50:58,190
TENDENCY LIKE, OH, I'M NOT AN

1671
00:50:58,190 --> 00:50:59,825
AUDITORY LEARNER, WHICH I ALWAYS

1672
00:50:59,825 --> 00:51:00,459
THOUGHT ABOUT MYSELF.

1673
00:51:00,459 --> 00:51:01,860
I NEED TO LIKE SEE THINGS AND,

1674
00:51:01,860 --> 00:51:03,495
YOU KNOW, ALL OF THAT.

1675
00:51:03,495 --> 00:51:05,464
WHAT WE'VE LEARNED IS PEOPLE DO

1676
00:51:05,464 --> 00:51:07,333
HAVE LEARNING PREFERENCES.

1677
00:51:07,333 --> 00:51:09,101
SOME PEOPLE MAY PREFER SOMETHING

1678
00:51:09,101 --> 00:51:11,003
BECAUSE OF WHAT THEY'VE BEEN

1679
00:51:11,003 --> 00:51:15,207
EXPOSED TO, BUT ADJUSTING TO AN

1680
00:51:15,207 --> 00:51:16,175
INDIVIDUAL'S LEARNING PREFERENCE

1681
00:51:16,175 --> 00:51:18,377
OR STYLE ACTUALLY DOES NOT

1682
00:51:18,377 --> 00:51:19,244
IMPROVE LEARNING.

1683
00:51:19,244 --> 00:51:20,980
WHAT'S MORE IMPORTANT IS

1684
00:51:20,980 --> 00:51:21,947
THINKING ABOUT THE TYPE OF

1685
00:51:21,947 --> 00:51:24,483
TEACHING WE DO DEPENDING ON WHAT

1686
00:51:24,483 --> 00:51:26,552
WE'RE TRYING TO TEACH.

1687
00:51:26,552 --> 00:51:28,654
AND WHERE PEOPLE'S EXPERTISE IS.

1688
00:51:28,654 --> 00:51:31,290
SO FOR EXAMPLE, IF WE ARE

1689
00:51:31,290 --> 00:51:33,826
TEACHING A PROCEDURAL SKILL, WE

1690
00:51:33,826 --> 00:51:36,228
KNOW THAT YOU NEED HANDS-ON

1691
00:51:36,228 --> 00:51:37,229
PRACTICE TO LEARN IT.

1692
00:51:37,229 --> 00:51:37,730
RIGHT?

1693
00:51:37,730 --> 00:51:38,664
BECAUSE YOU'RE DOING A

1694
00:51:38,664 --> 00:51:39,765
PROCEDURE.

1695
00:51:39,765 --> 00:51:43,135
AND SO YOU KNOW, PEOPLE TALK

1696
00:51:43,135 --> 00:51:45,838
ABOUT BEING HANDS-ON LEARNERS.

1697
00:51:45,838 --> 00:51:47,373
WELL, EVERYONE NEEDS DO THAT IF

1698
00:51:47,373 --> 00:51:48,273
THEY'RE LEARNING A PROCEDURE.

1699
00:51:48,273 --> 00:51:50,809
WE KNOW THAT VISUALS AND WORDS

1700
00:51:50,809 --> 00:51:52,044
TOGETHER HELP THE MOST AND IS

1701
00:51:52,044 --> 00:51:55,314
THE MOST POWERFUL FORM OF

1702
00:51:55,314 --> 00:51:56,482
LEARNING.

1703
00:51:56,482 --> 00:51:57,983
BUT INTERESTINGLY, DESPITE THAT

1704
00:51:57,983 --> 00:51:59,018
BEING SOMETHING THAT'S ACTUALLY

1705
00:51:59,018 --> 00:52:00,419
TAUGHT IN A LOT OF FACULTY

1706
00:52:00,419 --> 00:52:01,820
DEVELOPMENT COURSES EVEN,

1707
00:52:01,820 --> 00:52:06,025
THERE'S NOT A TON OF EVIDENCE --

1708
00:52:06,025 --> 00:52:07,559
THERE'S ACTUALLY NO EVIDENCE

1709
00:52:07,559 --> 00:52:08,994
THAT'S SHOWING THAT ADJUSTING TO

1710
00:52:08,994 --> 00:52:11,730
PEOPLE'S LEARNING PREFERENCES

1711
00:52:11,730 --> 00:52:12,765
MAKES A DIFFERENCE, BUT WE KNOW

1712
00:52:12,765 --> 00:52:14,400
THAT BASED ON THE TYPE OF THING

1713
00:52:14,400 --> 00:52:16,101
YOU'RE TEACHING IS REALLY WHERE

1714
00:52:16,101 --> 00:52:17,169
IT MATTERS.

1715
00:52:17,169 --> 00:52:19,038
AND I'M HAPPY IF ANYBODY IS

1716
00:52:19,038 --> 00:52:19,938
INTERESTED, FEEL FREE TO EMAIL

1717
00:52:19,938 --> 00:52:21,440
ME AND I CAN SHARE YOU THE

1718
00:52:21,440 --> 00:52:22,641
RESOURCES WE HAD IN OUR CLASS.

1719
00:52:22,641 --> 00:52:26,045
I FOUND IT FASCINATING TO READ

1720
00:52:26,045 --> 00:52:27,179
SUMMARIES OF THE RESEARCH BEHIND

1721
00:52:27,179 --> 00:52:27,946
IT.

1722
00:52:27,946 --> 00:52:29,348
IT'S A HUGE DEBATE IN THE FIELD

1723
00:52:29,348 --> 00:52:30,749
STILL, AND THERE'S STILL ONGOING

1724
00:52:30,749 --> 00:52:32,384
RESEARCH, BUT SO FAR IT HASN'T

1725
00:52:32,384 --> 00:52:35,220
PANNED OUT.

1726
00:52:35,220 --> 00:52:35,754
>> HI.

1727
00:52:35,754 --> 00:52:36,822
THANK YOU FOR A GREAT TALK.

1728
00:52:36,822 --> 00:52:38,390
I HAD A QUESTION MAYBE MORE

1729
00:52:38,390 --> 00:52:39,825
SPECIFIC TO OUR SETTING.

1730
00:52:39,825 --> 00:52:41,593
AT THE CLINICAL CENTER WE LIKE

1731
00:52:41,593 --> 00:52:43,595
TO SAY WE HAVE HIGH COMPLEXITY

1732
00:52:43,595 --> 00:52:46,432
AND LOWER VOLUME, AND SO SOME OF

1733
00:52:46,432 --> 00:52:47,700
THIS MAY PLAY OUT A LITTLE BIT

1734
00:52:47,700 --> 00:52:48,867
DIFFERENTLY IN HOW YOU MIGHT

1735
00:52:48,867 --> 00:52:49,435
APPROACH TEACHING.

1736
00:52:49,435 --> 00:52:51,603
DO YOU THINK YOU COULD TRY TO

1737
00:52:51,603 --> 00:52:52,538
ADDRESS OUR SITUATION HERE?

1738
00:52:52,538 --> 00:52:54,339
>> YEAH, ABSOLUTELY.

1739
00:52:54,339 --> 00:52:56,208
IT WAS ACTUALLY WONDERFUL TO

1740
00:52:56,208 --> 00:52:57,443
JOIN ROUNDS, EVEN THOUGH I WAS

1741
00:52:57,443 --> 00:52:59,545
ONLY ABLE TO JOIN FOR SUCH A

1742
00:52:59,545 --> 00:53:02,247
SHORT TIME, BECAUSE I THINK THAT

1743
00:53:02,247 --> 00:53:04,983
IT'S REALLY AN OPTIMAL

1744
00:53:04,983 --> 00:53:06,251
EXPERIENCE TO LEARN HERE, RIGHT?

1745
00:53:06,251 --> 00:53:08,687
BECAUSE YOU REALLY GET TO DIVE

1746
00:53:08,687 --> 00:53:12,624
DEEP INTO CASES AND REALLY

1747
00:53:12,624 --> 00:53:13,926
UNDERSTAND.

1748
00:53:13,926 --> 00:53:14,993
THE CHALLENGE, I THINK --

1749
00:53:14,993 --> 00:53:16,228
BECAUSE LIKE ON ROUNDS, YOU GET

1750
00:53:16,228 --> 00:53:17,496
TO SPEND SO MUCH TIME ON ONE

1751
00:53:17,496 --> 00:53:18,697
PATIENT AND YOU GET TO DO

1752
00:53:18,697 --> 00:53:19,598
MULTIPLE TEACHING POINTS OF SOME

1753
00:53:19,598 --> 00:53:20,833
OF THE NUANCE, WHICH I THINK IS

1754
00:53:20,833 --> 00:53:22,134
GREAT.

1755
00:53:22,134 --> 00:53:24,503
THE CHALLENGE IS GOING TO BE HOW

1756
00:53:24,503 --> 00:53:27,673
DO YOU GIVE PEOPLE ENOUGH REPS

1757
00:53:27,673 --> 00:53:30,609
ON DIFFERENT DISEASES TO REALLY

1758
00:53:30,609 --> 00:53:33,145
FEEL COMFORTABLE WITH THAT

1759
00:53:33,145 --> 00:53:34,313
VARIED CONTEXT, RIGHT?

1760
00:53:34,313 --> 00:53:35,848
BECAUSE YOU MAY SEE THE SAME

1761
00:53:35,848 --> 00:53:40,319
DISEASE A COUPLE TIMES, BUT

1762
00:53:40,319 --> 00:53:42,087
ESPECIALLY SOME OF MAYBE THE

1763
00:53:42,087 --> 00:53:43,455
MORE COMMON STUFF, YOU DON'T SEE

1764
00:53:43,455 --> 00:53:44,156
AS MUCH.

1765
00:53:44,156 --> 00:53:45,758
SO REALLY HELPING, I THINK, WITH

1766
00:53:45,758 --> 00:53:47,259
THAT COMPARE AND CONTRAST TABLE

1767
00:53:47,259 --> 00:53:48,994
OF OTHER DISEASES THAT MAY HAVE

1768
00:53:48,994 --> 00:53:50,629
SIMILAR PRESENTATIONS THAT MAY

1769
00:53:50,629 --> 00:53:53,599
NOT BE SEEN QUITE AS FREQUENTLY

1770
00:53:53,599 --> 00:53:54,733
IS ONE WAY TO DO THAT, TO

1771
00:53:54,733 --> 00:53:56,602
PROVIDE PEOPLE WITH THAT KIND OF

1772
00:53:56,602 --> 00:53:59,872
FILLING IN THEIR KNOWLEDGE GAPS.

1773
00:53:59,872 --> 00:54:02,007
I THINK THAT THE OTHER THING

1774
00:54:02,007 --> 00:54:04,409
THAT'S REALLY IMPORTANT IS USING

1775
00:54:04,409 --> 00:54:07,946
THAT TRANSFER OF PROVIDING --

1776
00:54:07,946 --> 00:54:09,448
TRANSFERRING TO NEWER VARIED

1777
00:54:09,448 --> 00:54:10,315
CONTEXT.

1778
00:54:10,315 --> 00:54:11,884
SO EVEN THOUGH YOU MAY NOT SEE A

1779
00:54:11,884 --> 00:54:14,019
TON OF CASES OF SOMETHING, YOU

1780
00:54:14,019 --> 00:54:15,921
CAN STILL ASK PEOPLE THE

1781
00:54:15,921 --> 00:54:17,022
QUESTIONS OF HOW WOULD YOU

1782
00:54:17,022 --> 00:54:19,258
CHANGE IT IN THIS SCENARIO OR

1783
00:54:19,258 --> 00:54:20,192
THIS SITUATION.

1784
00:54:20,192 --> 00:54:22,227
AND I THINK THAT THAT'S

1785
00:54:22,227 --> 00:54:24,196
SOMETHING THAT CAN HELP PEOPLE

1786
00:54:24,196 --> 00:54:26,698
GET EXTRA REPS SEEING PATIENTS

1787
00:54:26,698 --> 00:54:28,467
WITHOUT ACTUALLY HAVING TO SEE

1788
00:54:28,467 --> 00:54:28,934
MORE PATIENTS.

1789
00:54:28,934 --> 00:54:32,571
SO I THINK YOU CAN STILL

1790
00:54:32,571 --> 00:54:34,573
ACTUALLY HAVE THE SAME LEARNING

1791
00:54:34,573 --> 00:54:35,774
AND MAYBE EVEN BETTER BECAUSE

1792
00:54:35,774 --> 00:54:38,677
YOU'RE ABLE TO REALLY EXPLICITLY

1793
00:54:38,677 --> 00:54:39,978
DECIDE HOW DO I WANT TO VARY

1794
00:54:39,978 --> 00:54:41,380
CASES INSTEAD OF IN MY

1795
00:54:41,380 --> 00:54:42,781
INSTITUTION, WE HAVE VERY HIGH

1796
00:54:42,781 --> 00:54:44,349
VOLUME ON OUR ID CLINICAL

1797
00:54:44,349 --> 00:54:44,616
SERVICE.

1798
00:54:44,616 --> 00:54:47,152
IT'S GREAT, OUR FELLOWS SEE A

1799
00:54:47,152 --> 00:54:48,754
HUGE VARIETY, BUT WE MAY NOT

1800
00:54:48,754 --> 00:54:50,823
ALWAYS GET TO QUITE AS

1801
00:54:50,823 --> 00:54:52,124
EXPLICITLY COMPARE AND CONTRAST

1802
00:54:52,124 --> 00:54:53,559
THE DIFFERENT PRESENTATIONS.

1803
00:54:53,559 --> 00:54:55,394
SO I THINK THAT THAT PRINCIPLE

1804
00:54:55,394 --> 00:54:58,697
IS PROBABLY THE MOST IMPORTANT

1805
00:54:58,697 --> 00:54:59,731
TO UTILIZE IN A SETTING WHERE

1806
00:54:59,731 --> 00:55:03,735
YOU MAY HAVE LOWER VOLUME BUT

1807
00:55:03,735 --> 00:55:04,837
HIGHER COMPLEXITY, IS THINKING

1808
00:55:04,837 --> 00:55:06,038
ABOUT HOW DO YOU CHANGE WITH

1809
00:55:06,038 --> 00:55:16,348
DIFFERENT NUANCES.

1810
00:55:17,716 --> 00:55:21,553
>> ANY QUESTIONS ONLINE?

1811
00:55:21,553 --> 00:55:22,421
OKAY.

1812
00:55:22,421 --> 00:55:24,223
I HAVE A QUESTION FOR YOU.

1813
00:55:24,223 --> 00:55:27,492
SO YOU DID A LOT OF TRAINING IN

1814
00:55:27,492 --> 00:55:29,261
YOUR HEALTH PROFESSIONS

1815
00:55:29,261 --> 00:55:29,962
EDUCATION.

1816
00:55:29,962 --> 00:55:31,230
HOW MUCH DO YOU THINK -- WHAT

1817
00:55:31,230 --> 00:55:32,865
DID YOU LEARN IN THAT SETTING

1818
00:55:32,865 --> 00:55:35,200
THAT IS TRANSFERABLE TOWARDS

1819
00:55:35,200 --> 00:55:36,435
EDUCATION AS COMPARED TO PEOPLE

1820
00:55:36,435 --> 00:55:38,403
THAT JUST NATURALLY END UP IN A

1821
00:55:38,403 --> 00:55:41,940
CLINICAL TEACHING ROLE, AND WHAT

1822
00:55:41,940 --> 00:55:42,975
ARE WAYS WITHOUT ACTUALLY

1823
00:55:42,975 --> 00:55:45,978
GETTING A DEGREE THAT PEOPLE CAN

1824
00:55:45,978 --> 00:55:49,047
ADVANCE THEIR REPERTOIRE?

1825
00:55:49,047 --> 00:55:51,350
>> I THINK THE MOST
HELPFUL

1826
00:55:51,350 --> 00:55:54,419
THING -- I WAS TALKING EARLIER

1827
00:55:54,419 --> 00:55:55,954
WITH SOME OF THE PEOPLE WHO COME

1828
00:55:55,954 --> 00:55:57,422
FOR DISCUSSION, LIKE GETTING A

1829
00:55:57,422 --> 00:55:58,624
DEGREE WITH ME WAS ABOUT BOTH

1830
00:55:58,624 --> 00:56:00,292
BEING ABLE TO DO EDUCATIONAL

1831
00:56:00,292 --> 00:56:02,227
SCHOLARSHIP AND NETWORKING AND

1832
00:56:02,227 --> 00:56:04,162
ADDING CREDENTIALS TO MY CV THAT

1833
00:56:04,162 --> 00:56:06,698
HELPED ME WITH THAT EXPERTISE

1834
00:56:06,698 --> 00:56:09,167
PART WITH LESS EXPERIENCE EARLY

1835
00:56:09,167 --> 00:56:09,735
ON.

1836
00:56:09,735 --> 00:56:12,004
I THINK THAT IN PARTICULAR, WHAT

1837
00:56:12,004 --> 00:56:13,772
I FOUND HELPFUL WAS SOME OF THE

1838
00:56:13,772 --> 00:56:15,374
EXPOSURE TO THINGS THAT I WOULD

1839
00:56:15,374 --> 00:56:17,342
NOT HAVE GONE TO LEARN ON MY

1840
00:56:17,342 --> 00:56:18,977
OWN, AND REALLY UNDERSTANDING

1841
00:56:18,977 --> 00:56:19,978
THE EVIDENCE BEHIND SOME OF

1842
00:56:19,978 --> 00:56:21,246
THIS, RIGHT?

1843
00:56:21,246 --> 00:56:23,115
BECAUSE YOU KNOW, I SIT DOWN, I

1844
00:56:23,115 --> 00:56:24,082
READ JOURNAL ARTICLES, BUT

1845
00:56:24,082 --> 00:56:26,118
REALLY HAVING AN EXPERT IN THE

1846
00:56:26,118 --> 00:56:27,786
FIELD KIND OF COMB THROUGH THE

1847
00:56:27,786 --> 00:56:29,054
LITERATURE AND REALLY TELL YOU,

1848
00:56:29,054 --> 00:56:31,123
LIKE, HERE ARE THE THINGS TO

1849
00:56:31,123 --> 00:56:32,724
READ ABOUT LEARNING PREFERENCES

1850
00:56:32,724 --> 00:56:34,693
OR LEARNING STYLES OR ABOUT HOW

1851
00:56:34,693 --> 00:56:36,929
WE SHOULD STRUCTURE OUR TEACHING

1852
00:56:36,929 --> 00:56:38,330
SESSIONS REALLY HELPED ME NOT

1853
00:56:38,330 --> 00:56:39,731
ONLY UNDERSTAND THE EVIDENCE OUT

1854
00:56:39,731 --> 00:56:41,566
THERE, BUT UNDERSTAND THE GAPS

1855
00:56:41,566 --> 00:56:44,002
IN THE EVIDENCE, UNDERSTAND WHAT

1856
00:56:44,002 --> 00:56:45,604
WE DO AND DON'T KNOW BECAUSE I

1857
00:56:45,604 --> 00:56:47,806
FIND THAT THERE'S LOTS OF MYTHS

1858
00:56:47,806 --> 00:56:48,874
AROUND EDUCATION, JUST LIKE

1859
00:56:48,874 --> 00:56:50,709
THERE ARE AROUND OTHER THINGS,

1860
00:56:50,709 --> 00:56:54,446
AND SO HAVING PEOPLE WHO REALLY,

1861
00:56:54,446 --> 00:56:55,814
REALLY KNEW A CERTAIN FIELD LIKE

1862
00:56:55,814 --> 00:56:59,384
RENEED YAIGREMEDIATION THAT COUK

1863
00:56:59,384 --> 00:57:00,852
ABOUT WHAT ACTUALLY THE EVIDENCE

1864
00:57:00,852 --> 00:57:03,155
SAYS ABOUT REMEDIATION WAS THE

1865
00:57:03,155 --> 00:57:03,789
MOST HELPFUL.

1866
00:57:03,789 --> 00:57:06,091
>> WONDER IF YOU'D LIKE TO

1867
00:57:06,091 --> 00:57:07,592
COMMENT ABOUT AUDIENCE

1868
00:57:07,592 --> 00:57:08,360
PARTICIPATION, BECAUSE THAT'S

1869
00:57:08,360 --> 00:57:09,594
ONE OF THE THINGS THAT'S MISSING

1870
00:57:09,594 --> 00:57:10,228
IN REMOTE LEARNING.

1871
00:57:10,228 --> 00:57:11,496
WE DON'T ASK THE AUDIENCE TO

1872
00:57:11,496 --> 00:57:13,131
RESPOND.

1873
00:57:13,131 --> 00:57:13,565
>> YEAH.

1874
00:57:13,565 --> 00:57:15,434
NO, I THINK THAT'S A GREAT

1875
00:57:15,434 --> 00:57:15,701
QUESTION.

1876
00:57:15,701 --> 00:57:19,171
SO THIS IS A BIG DISCUSSION OF

1877
00:57:19,171 --> 00:57:21,106
ACTIVE VERSUS PASSIVE LEARNING.

1878
00:57:21,106 --> 00:57:23,742
SO WE KNOW THAT PEOPLE HAVE TO

1879
00:57:23,742 --> 00:57:24,943
MANIPULATE INFORMATION IN SOME

1880
00:57:24,943 --> 00:57:26,311
WAY IN ORDER TO LEARN IT.

1881
00:57:26,311 --> 00:57:27,512
AND SO SOME PEOPLE ARE SITTING

1882
00:57:27,512 --> 00:57:29,381
IN A LECTURE AND DOING THAT,

1883
00:57:29,381 --> 00:57:29,681
RIGHT?

1884
00:57:29,681 --> 00:57:30,849
THEY'RE TAKING NOTES, THEY'RE

1885
00:57:30,849 --> 00:57:31,750
THINKING ABOUT THINGS,

1886
00:57:31,750 --> 00:57:32,718
CONNECTING IT TO KNOWLEDGE, BUT

1887
00:57:32,718 --> 00:57:33,952
WE CAN'T ENSURE THAT EVERYBODY

1888
00:57:33,952 --> 00:57:34,720
IS.

1889
00:57:34,720 --> 00:57:36,321
AND THAT'S EVEN HARDER WITH

1890
00:57:36,321 --> 00:57:37,889
VIRTUAL TEACHING, ESPECIALLY

1891
00:57:37,889 --> 00:57:39,157
BECAUSE PEOPLE ARE ON A DEVICE

1892
00:57:39,157 --> 00:57:41,193
AND MAY ALSO BE DOING OTHER

1893
00:57:41,193 --> 00:57:41,426
THINGS.

1894
00:57:41,426 --> 00:57:42,627
I MEAN, I DO, RIGHT?

1895
00:57:42,627 --> 00:57:45,564
LIKE, WE ALL TEND TO MULTITASK.

1896
00:57:45,564 --> 00:57:47,833
AND SO WAYS TO DO IT IN VIRTUAL

1897
00:57:47,833 --> 00:57:49,601
TEACHING IS USING A LOT OF THE

1898
00:57:49,601 --> 00:57:50,135
SAM THING.

1899
00:57:50,135 --> 00:57:52,938
THE -- SAME THING.

1900
00:57:52,938 --> 00:57:54,806
SO USING POLLING, PEOPLE HAVE TO

1901
00:57:54,806 --> 00:57:55,474
PARTICIPATE IN THAT.

1902
00:57:55,474 --> 00:57:56,675
HAVING GUIDED HANDOUTS WHERE

1903
00:57:56,675 --> 00:57:59,277
PEOPLE ARE TAKING NOTES, AND

1904
00:57:59,277 --> 00:58:00,479
I'VE FOUND SOME OF THE MOST

1905
00:58:00,479 --> 00:58:01,847
HELPFUL THINGS FOR VIRTUAL

1906
00:58:01,847 --> 00:58:03,081
TEACHING IS FOCUSING A LITTLE

1907
00:58:03,081 --> 00:58:05,350
BIT LESS ON THE CONTENT

1908
00:58:05,350 --> 00:58:07,219
DELIVERY, BECAUSE IF I'M JUST

1909
00:58:07,219 --> 00:58:08,954
TEACHING SOMEBODY INFORMATION IN

1910
00:58:08,954 --> 00:58:11,556
A VIRTUAL SETTING, WHY DON'T I

1911
00:58:11,556 --> 00:58:12,991
JUST RECORD IT AS A VIDEO AND

1912
00:58:12,991 --> 00:58:14,626
HAVE THEM WATCH IT, RIGHT?

1913
00:58:14,626 --> 00:58:17,462
BECAUSE REALLY, IT KIND OF THE

1914
00:58:17,462 --> 00:58:17,896
SAME THING.

1915
00:58:17,896 --> 00:58:19,097
THEY'RE WATCHING A VIDEO

1916
00:58:19,097 --> 00:58:19,631
ALREADY.

1917
00:58:19,631 --> 00:58:21,566
IT'S DIFFERENT THAN AN IN-PERSON

1918
00:58:21,566 --> 00:58:22,334
LECTURE THAT WOULD BE REALLY

1919
00:58:22,334 --> 00:58:23,969
DIFFERENT FROM A VIDEO, AND I

1920
00:58:23,969 --> 00:58:26,872
TRY TO USE THAT TIME AS LIKE A

1921
00:58:26,872 --> 00:58:28,974
BRIEF DIDACTIC, BUT MORE

1922
00:58:28,974 --> 00:58:30,242
APPLYING TO CASES AND THINGS

1923
00:58:30,242 --> 00:58:30,709
LIKE THAT.

1924
00:58:30,709 --> 00:58:32,778
SO IF I'M DOING CLINICAL

1925
00:58:32,778 --> 00:58:34,379
TEACHING, I APPLY TO CASES

1926
00:58:34,379 --> 00:58:36,048
EITHER THROUGH AUDIENCE

1927
00:58:36,048 --> 00:58:38,817
PARTICIPATION WITH QUESTIONS,

1928
00:58:38,817 --> 00:58:39,951
SOMETIMES I'VE HAD PEOPLE TYPE

1929
00:58:39,951 --> 00:58:40,752
THINGS IN THE CHAT.

1930
00:58:40,752 --> 00:58:42,421
I USE A LOT OF OTHER VIRTUAL

1931
00:58:42,421 --> 00:58:44,756
LIKE BULLETIN BOARD TOOLS LIKE

1932
00:58:44,756 --> 00:58:45,824
PADLET, WHERE I CAN PUT PEOPLE

1933
00:58:45,824 --> 00:58:47,259
IN BREAKOUT ROOMS AND THEY CAN

1934
00:58:47,259 --> 00:58:51,196
ACTUALLY, LIKE, PUT THINGS ON.

1935
00:58:51,196 --> 00:58:54,566
HOW TO EFFECTIVELY DO BREAKOUT

1936
00:58:54,566 --> 00:58:55,867
ROOMS AND SOME OF THOSE IN A WAY

1937
00:58:55,867 --> 00:58:57,736
THAT DOESN'T MAKE EVERYBODY

1938
00:58:57,736 --> 00:58:58,970
GROAN IS LIKE A WHOLE SEPARATE

1939
00:58:58,970 --> 00:59:00,172
TALK BECAUSE I THINK WE'VE ALL

1940
00:59:00,172 --> 00:59:01,940
BEEN IN LIKE REALLY AWFUL

1941
00:59:01,940 --> 00:59:03,375
BREAKOUT ROOMS AND SESSIONS LIKE

1942
00:59:03,375 --> 00:59:05,010
THAT THAT TRY TO BE TOO

1943
00:59:05,010 --> 00:59:06,111
INTERACTIVE AT NOT THE RIGHT

1944
00:59:06,111 --> 00:59:07,479
TIME, BUT I'D SAY THAT FOR A

1945
00:59:07,479 --> 00:59:09,881
SESSION WHERE IT'S PART OF A

1946
00:59:09,881 --> 00:59:10,882
COURSE, THINKING ABOUT HOW TO

1947
00:59:10,882 --> 00:59:12,684
USE SOME OF THESE THINGS THAT DO

1948
00:59:12,684 --> 00:59:14,486
FORCE PEOPLE TO ENGAGE IS

1949
00:59:14,486 --> 00:59:15,921
HELPFUL, BUT IF YOU'RE TEACHING

1950
00:59:15,921 --> 00:59:17,722
AT A CONFERENCE AND DELIVERING

1951
00:59:17,722 --> 00:59:22,227
INFORMATION TO EXPERTS, HONESTLY

1952
00:59:22,227 --> 00:59:23,428
A LECTURE IS EFFECTIVE BECAUSE

1953
00:59:23,428 --> 00:59:26,164
PEOPLE ARE ADDING ON SLIGHT

1954
00:59:26,164 --> 00:59:26,898
NUANCED KNOWLEDGE IN THAT

1955
00:59:26,898 --> 00:59:27,966
SETTING SO I DON'T THINK WE HAVE

1956
00:59:27,966 --> 00:59:29,401
TO DEVIATE FROM THAT NECESSARILY

1957
00:59:29,401 --> 00:59:31,203
AND PEOPLE WILL PAY ATTENTION TO

1958
00:59:31,203 --> 00:59:33,972
WHAT'S EFFECTIVE FOR THEM TO

1959
00:59:33,972 --> 00:59:34,172
LEARN.

1960
00:59:34,172 --> 00:59:35,607
>> MAKES SENSE.

1961
00:59:35,607 --> 00:59:38,577
THANKS.

1962
00:59:38,577 --> 00:59:40,312
>> ALL RIGHT.

1963
00:59:40,312 --> 00:59:41,847
WELL, I'M HAPPY TO STICK AROUND

1964
00:59:41,847 --> 00:59:43,148
IF ANYBODY HAS ANY ADDITIONAL

1965
00:59:43,148 --> 00:59:44,249
QUESTIONS AND THANKS FOR COMING.

1966
00:59:44,249 --> 00:59:54,426
[APPLAUSE]