By Daniel Cabrera (@CabreraERDR) I think most of us can identify with the scenario of trying to teach an important concept or a clinical pearl using a story. Several times a shift, I find myself telling […]
By Glenn Regehr Well it happened to me again … another “Stokesian” moment. This time it manifested during a CHES research rounds talk by Peter Nugus (who was visiting UBC from his home institution of […]
(These are the show notes for the Grand Rounds I presented at Lurie Children Hospital of Chicago and Northwestern University. We discussed diagnostic error previously on the ICE blog here and here. –Jonathan (@sherbino) BACKGROUND… OR […]
By Lynfa Stroud (@LynfaStroud)
“He who studies medicine without books sails an uncharted sea, but he who studies medicine without patients does not go to sea at all.” – William Osler
Lately I’ve been thinking about some terms that we frequently use in medical education: service and education. In these discussions, “education” usually refers to teaching in a formal setting (such as classroom during an academic half-day) or informal setting (e.g. at the bedside), whereas “service” usually refers to “clinical service”, or the process of caring of patients and all that this entails (paperwork, phone calls, dictating notes, chasing down tests, etc, etc). These terms come up often during individual meetings with residents, committee meetings, and accreditation reviews. Large amounts of time and talk are taken up with ensuring that rotations and programs have an appropriate “education to service” ratio. My perception is that over time these have evolved to the point that they have become somewhat of a false dichotomy, with the implication that “education” is good, and that “service” is bad.
This puzzles me.
(This is a comment … okay more than a comment… to the post “Are teachers damaging the purpose of feedback.” As always, short comments we append to the post. If you have something more to […]