Notes

[Characteristics of neurological standing in kids together with schizophrenia as well as schizotypal disorder].
at support inquiry-oriented learning, particularly in the early stage of training, can cultivate the practice of lifelong learning in medical genetics.
In a CICO (cannot intubate, cannot oxygenate) situation, anesthesiologists and acute care physicians must be able to perform an emergency surgical cricothyrotomy (front-of-neck airway procedure). CICOs are high-acuity situations with rare opportunities for safe practice. In COVID-19 airway management guidelines, bougie-assisted surgical cricothyrotomy is the recommended emergency strategy for CICO situations.

We designed a 4-hour procedural simulation workshop on surgical cricothyrotomy to train 16 medical residents. We provided prerequisite readings, a lecture, and a videotaped demonstration. Two clinical scenarios introduced deliberate practice on partial-task neck simulators and fresh human cadavers. We segmented an evidence-based procedure and asked participants to verbalize the five steps of the procedure on multiple occasions.

Thirty-two residents who participated in the workshops were surveyed, with a 97% response rate (16 of 16 from anesthesiology, 15 of 16 from emergency medicine). Participantstified common pitfalls when executing the procedure and provided practical tips and material to facilitate implementation, in particular to face the COVID-19 pandemic.
Art education interventions improve observation skills among dermatology residents, but there is limited data regarding their benefits to wellness and clinical communication.

Residents in the Stanford dermatology residency program participated in an arts-based education session, repeated in the fall of 2018 and 2019, that included a rotation of observational exercises adapted from the Artful Thinking program through Harvard Project Zero. The 2018 session featured exercises on identification and understanding of visual observation, while the 2019 session featured exercises on perspectives and objectivity of visual observation. Participants completed preintervention, postintervention, and 3-month follow-up surveys in fall 2018 and a postintervention survey in fall 2019.

Twenty-one residents participated in the 2018 education session and produced an adequate response rate (62%-90%) across surveys. At 3 months, five of 13 residents (39%) reported new use of art for mindfulness and stress reduction, 12 of 13s.
Critical thinking skills are crucial for health professionals, especially in clinical settings. However, most health professions educators engage learners with only lower-level concepts such as definitions, fact recall, or basic explanations. Employing strategic questioning methods that require learners to use higher-order thinking can help develop clinical reasoning skills.

The Questioning Aid for Rich, Real-time Discussion (QARRD) was created for health professions educators to purposefully implement concepts from Bloom's taxonomy and hierarchical questioning in clinical settings. The tool was introduced to faculty in a 1-hour, interprofessional workshop that described learning science and evidence-based questioning methods. Participants practiced QARRD questioning strategies and completed a pre/post case-based evaluation in which they developed discussion prompts for learners.

Thirty-seven educators participated in two separate workshops. The majority (71%) of preworkshop prompts were lower-order thiinking in clinical settings. QARRD strategies allow educators to make small, purposeful adjustments to instructional methods that meaningfully engage learners to help facilitate clinical reasoning. This workshop can be delivered at other institutions and adapted as a virtual grand rounds to broadly enhance strategic questioning in clinical education.
The ability to apply knowledge gained in neuroscience coursework to a clinical scenario is found to be difficult by many medical students. Neuroscience is both important for future clinical practice and an area frequently tested on USMLE Step 1 examinations.

Second-year medical students created a peer-led flipped classroom to help first-year students practice applying medical neuroscience course information to clinical situations and demonstrate how that information might be tested in board-style questions. The second-year students designed a series of board-style questions that included explanations for both the correct and incorrect answers. We divided the first-year students (
= 80) into small groups during the flipped classroom sessions, where they were led by second-year medical students in discussion about the questions and clinical situations.

Students reported agreement that the session addressed gaps in their knowledge and provided them with useful critical thinking skills for approaching board-style questions (83% and 81% agreed or strongly agreed, respectively).

The flipped classroom improved student confidence in both applying neuroscience concepts to clinical scenarios and to board-style vignette questions.
The flipped classroom improved student confidence in both applying neuroscience concepts to clinical scenarios and to board-style vignette questions.
Medical students lack knowledge about the effects of bariatric surgery on pregnancy and medical management of obesity as it relates to reproductive health. Additionally, there is bias toward obese patients among clinicians and learners. Our goal is to improve knowledge and make students aware of the possibility of bias in their management of obese patients.

We designed a flipped classroom learning experience focused on teaching students about the impacts and management of obesity and bariatric surgery on pregnancy and reproductive health. Before the seminar, students took the Implicit Attitude Test (IAT) and read two articles. During the 60-minute seminar, students worked in small groups discussing clinical vignettes, IAT results, and how bias affects patient care. One faculty preceptor oversaw the work and led discussions. We evaluated pilot seminars using Kirkpatrick levels 1 (reaction) and 2 (knowledge) outcomes. Dapagliflozin in vivo We measured change in knowledge after the seminar (using pre- and postseminar quizzes) and assessed students' feedback using a postseminar survey.
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