Teaching Inpatient Medicine, Second Edition equips physician-educators with proven, practical strategies to ease their learners' journey toward becoming autonomous medical professionals. Most physicians have not had formal training on how to teach yet find themselves leading medical students while ensuring best patient care practices. Supported by close study of a diverse group of teaching attending physicians, Teaching Inpatient Medicine, Second Edition presents a comprehensive guide for teachers of inpatient medicine in all stages of their careers that are looking to improve their teaching approach and their ability to connect with patients and learners.
This second edition features new chapters emphasizing strategies used by female and underrepresented minority attendings to navigate gender- and race-based challenges, including methods for mitigating unconscious bias and positioning themselves as leaders. The authors also address the enhanced importance of communication in healthcare and the challenges inherent to the COVID-19 pandemic with authentic teaching examples for how best to teach and lead in times of crisis.
Equally instructive and empathetic, Teaching Inpatient Medicine, Second Edition is a treasury of actionable practices that will inspire and empower teachers and learners alike.
| Preface |
|
ix | |
| About the Authors |
|
xiii | |
|
|
|
1 | (13) |
|
2 Unique Individuals, Shared Qualities |
|
|
14 | (7) |
|
3 Underrepresented Voices |
|
|
21 | (15) |
|
|
|
36 | (18) |
|
5 A Safe, Supportive Environment |
|
|
54 | (18) |
|
|
|
72 | (22) |
|
7 How to Think About Thinking |
|
|
94 | (13) |
|
|
|
107 | (12) |
|
|
|
119 | (21) |
|
|
|
140 | (11) |
|
11 The Sacred Act of Healing |
|
|
151 | (14) |
|
|
|
165 | (8) |
|
13 Putting It All Together |
|
|
173 | (10) |
| Appendix: The 18 Attendings |
|
183 | (18) |
| References |
|
201 | (10) |
| Index |
|
211 | |
Nathan Houchens, MD, FHM, FACP, is Associate Chief of Medicine at the VA Ann Arbor Healthcare System and Associate Professor of Medicine at the University of Michigan. He focuses on effective teaching in hospital environments, communication and the patient-physician relationship, and clinical reasoning and problem-solving. He is the recipient of multiple teaching awards including the Richard D. Judge Award for Excellence in Medical Student Teaching from the University of Michigan.
Molly Harrod, PhD, is a trained medical anthropologist and Health Services Researcher with the VA Ann Arbor Center for Clinical Management Research. She was the lead author on the first edition of Teaching Inpatient Medicine. She has been involved in numerous qualitative and mixed methods studies focusing on such topics as clinician communication and teamwork, provider training and decision-making, behavior change, patient safety, and implementation science. In addition, she has trained other health researchers in qualitative methods including semi- structured interviewing and the use of observation in research.
Sanjay Saint, MD, MPH, MACP,is Chief of Medicine at the VA Ann Arbor Healthcare System, George Dock Professor of Internal Medicine at the University of Michigan, and Director of the VA/University of Michigan Patient Safety Enhancement Program. His scholarly work focuses on enhancing patient safety, clinical decision-making, and medical education. He has authored over 400 peer-reviewed papers and co-authored several books including Preventing Hospital Infections, The Saint-Chopra Guide to Inpatient Medicine, Thirty Rules for Healthcare Leaders, and The Mentoring Guide. He is a special correspondent to the New England Journal of Medicine, an editorial board member of BMJ Quality and Safety, and an elected member of the American Society for Clinical Investigation and the Association of American Physicians. He is an international honorary fellow of the Royal College of Physicians (FRCP) and has received Mastership in the American College of Physicians (MACP).
