10-20: YES!: Enhancing Teaching with Technology – and Humans

October 20, 2023

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00:00Not to You can opt out.
00:06Otherwise we assume that everybody
00:07is fine with us recording.
00:13So I'd like to welcome you to the Yes series.
00:16Yes stands for Yale Medical Education Series.
00:20It's one of the educational development
00:23programming series that we sponsor
00:26at the Center for Medical Education.
00:28The other regular series
00:30that we have is a Med Ed Day.
00:33I'm, I'm sorry, a Med Ed Discussion
00:36Group session which occurs once a month.
00:39So some of you may be interested
00:40in that as well.
00:41You can check it out on our website.
00:43Center for Medical Education is a
00:46relatively new entity which incorporates
00:49the old teaching and Learning Center at
00:52the medical school as well as the SCME.
00:55So continuing medical education
00:59all in one center.
01:01So we've expanded a bit.
01:04I'd like to introduce our presenter today.
01:07His name is Andreas Martin.
01:09Many of you know him.
01:10He's in fact the Co director of this
01:13Yes series along with Doctor Dana Dunn,
01:17whom a lot of you know as well.
01:19So we're actually happy to
01:21have one of our Co directors of
01:24the series presenting today.
01:26Let
01:29me see if I could find a little
01:32bit of background. So, Andrea,
01:34so Doctor Martin is the Reba Aurelia,
01:38I'm sorry, Richtva professor in the
01:42Yale Child Study Center and he's also
01:45a professor in the psychiatry program.
01:48He received his MD from the National
01:51Autonomous University of Mexico,
01:53conducted his residency in child and
01:56adolescent psychiatry at at Mass General
01:59in Boston and Harvard Medical School.
02:01He also holds a Masters of
02:03Public Health from Yale.
02:05And just last year,
02:06and very lucky for us at the center,
02:09he completed his PhD in medical
02:11education from the University of Groning,
02:14Groningham, which is in the Netherlands.
02:18So as Sachi models lifelong
02:20learning for all of us,
02:22and really coincidentally today I come,
02:25I came across a saying online
02:28that says never stop learning
02:31because life never stops teaching.
02:33And I think that Andreas hunger for
02:38continual learning is characteristic of that,
02:41of that motto.
02:43And also, as I said,
02:45really becomes a model for us
02:47all to to never stop learning.
02:50He served for about 10 years as Editor
02:53in Chief of the Journal of American
02:55Academy of Child and Adolescent Psychiatry.
02:57Currently is Associate Editor for
02:59the Journal of Child and Adolescent
03:01Psychiatry and Mental Health and
03:03important for Medical Education.
03:05Doctor Martin's been a research
03:07mentor for scholars in the Center's
03:10Masters of Health Sciences Medical
03:13Education Pathway Program.
03:15He teaches for medical students
03:17in the undergrad program.
03:19He mentor.
03:21He's a research mentor to students
03:23as well as residents and some
03:25of our master's candidates.
03:27He lectures for the undergraduate
03:31program but also for the masters
03:34of Med Ed program in issues of
03:38quantitative qualitative methods.
03:39So today Doctor Martin's presenting
03:41on the topic of enhancing teaching
03:44with technology and humans.
03:46I'm really interested in the and humans part.
03:49This is a component of the classroom
03:52based teaching focus that we're that
03:55we're focusing on in the series.
03:57So I'm going to turn it over
03:58to Doctor Martin.
04:00Thank you John. That was so lovely.
04:02Wow. It oh, it is being recorded.
04:04I'm going to send it to all my family.
04:05That was wonderful.
04:08Before I put up my slides,
04:10let me just say that this session
04:13is intended to be quite interactive,
04:16but you don't need to fear or panic.
04:18We're not going to go into small groups,
04:19and you don't need to, you know,
04:21deal with the awkwardness of a small group.
04:24What you'll need is your
04:25your phone and your brain.
04:27And with those two things,
04:28I think we're going to learn
04:30and and have have some fun.
04:32I hope. So. Let's see.
04:34Let me share my screen.
04:43Second,
04:46there's a lot going on here. Hold on,
04:50then. I need.
04:56All righty. Yes.
04:59So we're gonna hopefully learn by the
05:02end of today how to make your teacher,
05:04your teaching, sizzle a little bit more
05:07through apps and electronic this and that's,
05:11but also with humans.
05:12And you'll see what I mean by that.
05:15So I have no corporate or other support,
05:19no conflicts of interest.
05:22The CME text was put in the chat as well,
05:26but there you have it.
05:28And yes, get your CME credits. OK.
05:32So talking two parts, let's get,
05:37let's start with technology.
05:38What do I mean by that?
05:39What I'm going to do is walk you
05:41through three, I think it's three,
05:43maybe 4-3 or four technologies
05:46that I routinely use.
05:49They have a lot of similarities
05:50as you're going to see,
05:51but some small differences.
05:53But that can really make a big
05:56difference in in teaching.
05:58So probably the most popular of these oh,
06:00before that, who speaks Turkish?
06:03Anyone speak Turkish?
06:04Be brave and tell me what this cartoon says.
06:07John, how's your Turkish?
06:10Excellent.
06:10OK, so the robot man is saying,
06:14whoops, hold on, I want to be human.
06:20And the human man is saying
06:23I want to stay human,
06:25right.
06:26And I think that that's what we're all
06:28kind of dealing with in these ChatGPT days,
06:32how to stay human and you don't
06:35need to become any less human by
06:36using some of the things we're
06:37going to be talking about today.
06:41So just at a very broad starting point,
06:45there are ways of enhancing any
06:48teaching that you do any anything
06:51through thoughtful, non punitive,
06:53non aggressive questioning of
06:56those you're teaching with.
06:58And in general closed,
07:00closed ended questions are very good to
07:03assess factual knowledge particularly
07:04when you have discrete answers.
07:07Optimally you said AB or C we know
07:11that and for these kind of questions
07:14apps are very very good apps.
07:17As simple in these days as doing a
07:20poll in zoom there's a little button
07:23that you'll see that says poll.
07:25Let me see if it's here poll.
07:29So we're gonna
07:33let's try this one.
07:34I I didn't create this one but
07:36it it's a fun one. OK so Ed, Ed,
07:38could you turn your camera on
07:40while people look at the poll?
07:43John, can you see the poll?
07:46Yeah. OK. Ed, can we see your youthful face?
07:51I don't know who created this one.
07:53I didn't, but that would be me.
07:56Oh, that would be you. OK. OK.
07:58So we've had zero participants.
08:00Are you guys seeing the poll or no?
08:03Yes, we can see
08:05it. All right. Remember, this is
08:07an active participation thingy.
08:09I don't think we can. We can.
08:11It looks like it's ended.
08:12The poll. From what I say,
08:14it's ended. Oh, OK Let's try this.
08:16Hold on. Let's try this. How about now?
08:19Yep. Timers. OK, now, come on.
08:22Tell us. Very old he is.
08:26Old, ancient. All right.
08:29And I can see that 42 percent,
08:3247 percent, 62% are answering 18 seconds.
08:36Let's give you 10 more seconds.
08:37Come on, you can do it.
08:38Let's get to 100%. Come on.
08:39Come on, 80%. Eighty 2%.
08:42OK, I'm going to end the poll at 85%.
08:45And let's share the results.
08:49Can people see that? Yes.
08:53So it looks like most
08:55people think that Ed is 43,
08:57and a few people think he's 48,
09:00evenly divided between 35 and 48 Ed.
09:03Then what's the right answer?
09:04I like the 35 people, but I
09:06was saying it's
09:084343 see see what a high
09:10IQ group you have. OK. And
09:12I was, I was thinking it was 25,
09:14but I didn't see that as
09:16a next John.
09:18So you know that takes a second
09:21to put together a quick poll and
09:23then we're going to talk about some
09:26slightly more sophisticated ones.
09:28You can compare that to open-ended questions,
09:31which of course foster discussion
09:34and where ambiguity is not only
09:37welcome but encouraged to not give
09:40questions that have a single answer,
09:42but where a range of answers could be right.
09:46And I'll make the point later
09:48on of how clips,
09:50different types of video clips can
09:52be particularly helpful to do that
09:53when it comes to clinical teaching.
09:57So Paul everywhere,
09:59probably most of you have used it
10:03either as a a deployer or a respondent.
10:07It's a really terrific tool in
10:10which you can create questions
10:12that go from multiple choice,
10:15which will exemplify
10:19open-ended questions which
10:21again I'll exemplify.
10:22But you can also do word clouds
10:24that are very neat as you see
10:26certain words getting bigger.
10:27And there's a number of things.
10:29Our colleague in radiology,
10:31I forget your name,
10:33but you're there in radiology,
10:34so hopefully you can hear me.
10:37I'm very jealous of a
10:39radiologists and pathologists,
10:41Rob and people who have all sorts
10:43of yummy images for teaching.
10:45You know, I'm a psychiatrist.
10:46I don't have a lot of yummy
10:48images for teaching.
10:49But if you do,
10:51then this is just remarkable because
10:53you can put the right answer and
10:55the distractors and it's fun,
10:57engaging and high yield.
10:59You can also do competitions,
11:01which I'm going to exemplify
11:04through another app,
11:05but you can also do it with Pol everywhere.
11:08So the next part of our active learning here,
11:14let's try you.
11:15Let's really put you to the test.
11:17And even if you have never given this
11:20any thought, give it some thought.
11:22In what year was the Yale
11:24School of Medicine established?
11:37I can't see people answering.
11:42Is it letting you go in, Reagan? No.
11:46Huh. Well, that is weird. OK, let's
11:53let's
11:58let's do this. Let's try it again.
12:07OK, I see some answers. Reagan,
12:09are you getting some action traction?
12:11No, no, it could just be me.
12:16No, it could. OK, let's see this.
12:18Responses. I'm gonna. Clear responses.
12:22Clear responses. And I'm gonna
12:29try it again. Can you
12:31see again, is it working?
12:37And we're getting responses.
12:50OK, so we have 9 responses.
12:56You want people to be more responsive.
12:57You can do it now. As of now,
13:01you're not seeing your responses.
13:03You're just seeing that
13:0513 people are responding.
13:09So what you have to do again is
13:12just get your phone and point
13:14it to this little QR code,
13:17something that you're going to
13:17be doing a couple of times today.
13:22And that should take you directly
13:24to where you need to go.
13:25You don't need to give it your name.
13:26You can just skip the name
13:28and and answer the question.
13:32If you're having difficulties,
13:33maybe you can put it in the chat.
13:35I see 17 more people are
13:36getting it now, 18, OK,
13:41OK. I think that the next one is
13:43going to be a little bit easier now
13:44that you know how to use the QR code.
13:45We're up to 2222, so let me show,
13:49Let's see the responses.
13:51What did you guys respond?
13:54So this was the response.
13:56People thought that let me move this,
14:02that 1821.
14:03There's some 1840s that are coming,
14:06and the 1820 ones and the 1840s are wrong.
14:12OK, so they're they're wrong.
14:14We're gonna see. I'm gonna close it.
14:17So no more answers.
14:17I'll give you the answer in a second.
14:19We'll talk about it in a second.
14:21But few people did. 18 O1 some did.
14:2718101810 was second place,
14:28but most people thought 1821.
14:30OK, all right,
14:31let's go to the next related slide.
14:35Sorry.
14:35And if you stay on your phone,
14:38it should automatically advance
14:40to this next question.
14:42So what year was Yale
14:44University established?
14:55Yeah, now people got it. So
15:02and incidentally, doing this
15:04serves an additional purpose,
15:05which is it takes a while to learn
15:07how to answer and use AQR codes
15:09as your phone working is something
15:11melting down South in some way.
15:13Content wise, these questions are
15:16thought throat clearing just to
15:18make sure that the system is good.
15:20Now let's get to the responses here.
15:24And yes, 60% said 17 O1 and we have,
15:30you know, some
15:3470401760. OK, we'll come to that.
15:37So what is the right answer? Whoops.
15:38Well, the right answer is that Yale
15:41University was indeed established in 17 O1.
15:44It's quite something to think that the
15:47country was 75 years away from being
15:50born by the time that Yale was born.
15:52And this was in Old Saybrook.
15:54If you haven't been there,
15:55you can see the exact place
15:56where the buildings were done.
15:58So 1701 and then the Yale School of Medicine.
16:02Several of us were here
16:04when the 200th anniversary.
16:05The medical school was founded in 1810.
16:10So the 1810 people got it right.
16:13The others didn't.
16:14But there you have it.
16:15I had this third logo of the Hopkins school,
16:18which is in Westville.
16:20It's just like 2 minutes literally
16:22from my home where I'm sitting.
16:24It's middle and high school
16:26and it was founded in 1660.
16:29It's really old,
16:30so it's right here in New Haven.
16:34So there you have your history,
16:36one O 1 and your QR code one O 1.
16:39OK, let's now getting into the bulk
16:44of what we're going to be doing.
16:46If you wouldn't mind just tapping in,
16:49this is not a yes,
16:50no correct or false,
16:51but which of any apps or programs
16:54or electronic doodads have you
16:56used in your medical teaching?
17:03And let's see. Kahoot,
17:06Kahoot poll. Everywhere.
17:12Up to date
17:15centimeter. All everywhere. What was that?
17:21If someone said Twitter,
17:22that does not exist anymore.
17:23What? Mantimeter. Mantimeter.
17:27Yes. Manti. Yep. Exactly.
17:33Anyone else? Teams. Polls. I don't know.
17:37I think it's a variation of it.
17:39OK, so it it looks like we're
17:42getting into camp lab. Camp lab.
17:45I don't know that one Zoom. Yeah.
17:47So we're going to be I think other than
17:52camp lab that I'm not familiar with.
17:54I think we're going to be talking
17:55about all of them just to give a feel
17:58for what they are so good. Let's see.
18:07So one one of the things that you you
18:10see and we're going to be seeing more
18:12as we go along today is this motto of
18:18of these apps that it's turning
18:21slight decks into conversations
18:22that's that's where we want to get to.
18:25And of course in in this setting
18:26it's a little bit artificial,
18:28but we're going to do a little
18:29bit of that in the classroom.
18:31It's it's very,
18:32very useful and you see this example
18:34about just open-ended questions.
18:36How are you feeling about remote work?
18:38And it automatically opens into
18:40all sorts of things here the the,
18:42the size of the word reflects how
18:45many times that has been shown.
18:49OK. So let's go to mentimeter.
18:53We looked a little bit of at pole Everywhere.
18:56One thing about pole Everywhere that is
18:58very nice is that if you saw I inserted the
19:02pole everywhere slides into my slide deck.
19:04Yes, we had that little hiccup
19:05but it wasn't a big deal.
19:07But what you need to do is you
19:09download an app, which is very simple.
19:12Yes. Whoops, could we have a
19:18you You have to for pull everywhere.
19:20You have to download a
19:25app into your computer.
19:26It takes 5 seconds and you do it once
19:29and then you program the slides online,
19:32you press a button and it spits out those
19:34slides ready for PowerPoint and you just
19:37insert them so that it becomes very flow,
19:39very seamless and very flawless.
19:41And this is free,
19:42this is a free poll everywhere.
19:44You can pay a fee to get
19:47some additional features,
19:48I've never used them.
19:50I think that you can do something
19:53similar with Mentimeter,
19:54that you can just slide this,
19:57download the slides into your computer.
19:59But I found it a little bit
20:01clunkier and I wanted to show you
20:03how I use Mentimeter when I do,
20:04which is that after showing you the slide,
20:07I'm going to hop off of my slides
20:09and I'm going to go to the website.
20:11Which I have tagged,
20:14so a mentimeter is very similar.
20:16It gives you the instructions as AQR
20:19code or as something to tap online.
20:22It asks you the questions.
20:23I'm going to show you a couple of
20:26styles, so not not fundamentally
20:28different from pull everywhere,
20:30but it some people like it because
20:32it's more aesthetic and etcetera.
20:34So I'm going to hop off and
20:37I'm going to go to the web
20:43and I'm gonna go here
20:47and one second I'm gonna
20:56go here. OK, so this is a micro
20:59little pseudo test to see what
21:02you expect to get from today.
21:06And so here are the instructions.
21:10There's a whole slide for the instructions.
21:14If you could again go to this QR code,
21:17you can also go online, it's the same thing.
21:25And
21:34so that will put you into mentimeter.
21:37OK. So I see that 15 of you have
21:39gotten into the right website.
21:41That's great, 17, lots of little thumbs up,
21:4418. Wow, look at that 21.
21:49Come on, Ed. You can do it.
21:51Ed. You're young. We saw that.
21:56Excellent. Now don't worry,
21:58because if you missed this QR code,
22:00one of the nice things about mintimeter
22:01is that each slide will have it.
22:03Now you're going to see.
22:05As you see, each slide will
22:06still have the same code.
22:07You don't need to do it if you already did.
22:10If you already entered,
22:11you should be seeing these three
22:13questions after today's class.
22:15You'd like being able to,
22:18and it'll give you a Likert scale
22:20of how much you want to do it.
22:26Two people have answered.
22:28Now here I left it on so that
22:31you can see in real time
22:34how people are responding.
22:36You can like I had done it before.
22:39In the case of all everywhere,
22:40keep this hidden so that you
22:41don't know how people are
22:45and I'm going to throw those
22:49by my response right now.
22:50I'm going to insert some chaos.
22:57No, not so much chaos, OK,
23:00I I I I talked about my low expectations,
23:03but OK, so now you see the response
23:06as a group and you can see the
23:08individual responses as well.
23:12I think that this was me and it
23:15just gives you a a nice visual.
23:18The other thing that is
23:24if what do you know about this
23:25subject or what would you like
23:27to know about this subject?
23:28Just any, you know, just type a
23:30couple of little things so that
23:31we can have something to go by.
23:49What do you know about it?
23:50Nada. Wow. OK Nada 2 Nadas.
23:53We have a lot of Madas.
23:58OK Glitches at time. Yes, they do.
24:03Dooby. Dooby. I salute you. Dooby.
24:06Dooby, OK. So you can see how this
24:15becomes active quickly.
24:18Now something happened here.
24:22I got a phone call that
24:23threw everything off.
24:30Second, people
24:36back
24:39back share my screen and where were we?
24:56OK, so here we are.
24:58OK, so it's terrific to see
25:02when something goes wrong,
25:03to learn what to do about it.
25:04Yes, that was planned.
25:05That glitch was planned.
25:07No, it wasn't.
25:07And I had another glitch
25:09right before this meeting.
25:10So I think that you always need to
25:13mentally get ready for some glitch.
25:14It's a lot of fun, but you need to
25:17be ready to move ahead without it.
25:20But, you know,
25:21just to see that there's 24 responses,
25:23even if brief responses is,
25:25you know,
25:25wouldn't it be wonderful if
25:2724 students in the classroom
25:28were engaged and responding
25:30and this really facilitates it.
25:34Andreas. Yes. Will you take
25:36questions now or would
25:37you rather wait until the.
25:39Let me just finish this one And then, yeah.
25:41So what what I would do in the
25:44classroom is that I would say, OK,
25:45talk to the person right next to you and
25:48talk about it for 2 minutes or whatever.
25:51And then we're going to come back as a group.
25:53So then you're dividing a group
25:55of 100 into 50 groups of two.
25:57We're we're not going to do it.
25:58Now we could do it, but you know,
26:00in the spirit of of finishing
26:02what we're doing, I won't do it.
26:04But that's that's a way of
26:06really using these techniques.
26:07You don't want to be be having,
26:11you know, hundreds of questions
26:13and no time for discussion.
26:14So let's have some discussion, Joe.
26:17I mean, Joe, John, go ahead.
26:20Yeah. So you know, I'm aware that
26:23you're we're looking at the apps,
26:26but we're looking at them through
26:28a second technology Zoom.
26:30So I'm just wondering about your experience
26:33of using technologies with Zoom versus
26:36using them directly in the classroom.
26:39I would assume it's probably less room
26:42for glitches or less glitches when it's
26:44done in the classroom than on zoom.
26:48Yeah, it it just requires one more thing.
26:50So for example, in my screen,
26:51part of what I'm dealing with is that I have
26:54just my laptop screen and I have the zoom,
26:56you know, little faces.
26:58I have the zoom, you know, it's,
27:00you know, buttons to press on
27:02and then I have the app itself.
27:04So it just takes a lot of cerebellum.
27:07It's totally doable.
27:07And if I think that if I
27:09was doing a whole lot,
27:11I would probably get a big
27:13screen in the classroom.
27:14It has many advantages for sure.
27:16But but I think that on zoom,
27:20it also has its own advantages
27:21in terms of being able to look
27:24at the whole class at once.
27:25So I don't think it's either or but but
27:28it's probably easier in the classroom.
27:34So, yeah, thank. Thanks for that.
27:37Thank you. See like right now I'm trying
27:40to move to the next screen and oh,
27:43because I finished the Mentimeter and I'm
27:47going to go back to my PowerPoint and I
27:53think you're seeing everything I'm doing.
27:56OK. So that was mentimeter.
27:58So we talked about pull Everywhere Mentimeter
28:05the the next one. Oh, and I'm going to
28:09start using sound from here on out.
28:12So as a reminder that whenever
28:15you use sound with the zoom,
28:19you need to share. When you do the
28:23new the sharing of the screen,
28:25you need to click on share sound,
28:28which is what I just did.
28:29OK, so the the third application
28:32is gonna be cahoot.
28:34It seems that a couple of you have used it.
28:37It's it's it's fun,
28:40it's quirky, it's high energy.
28:42I think that it's something to use
28:46in limited doses because it can
28:50get to be a little bit too cute.
28:53But let's see, let's see.
28:55What do you think about Kahoot,
28:58who does a game show format?
29:04And OK, I'm
29:09going to take the link,
29:12it's a game show format.
29:13That what it introduces
29:15that we have not done yet.
29:17It introduces competition,
29:19healthy competition,
29:20fun competition and
29:22that can be pretty neat.
29:25So you're seeing it loading.
29:30I'm going to, I'm going to pick
29:31up just one, it has 25 questions.
29:33We're going to do just one or two and
29:41can you hear the audio,
29:47Linda, you can hear it, OK.
29:51So what you're going to be doing
29:54now is log on and it's going to
29:56ask you to give yourself a name.
29:59You can put your full name or some
30:01silly name. It doesn't matter.
30:20Queen Reagan. There we go.
30:36good. So we have a good number of people.
30:38So now we're going to get ready to compete.
30:42So you have to get not just the right answer,
30:45but you get points not
30:47just for the right answer,
30:48but for how quickly you get the answer.
30:51OK, so this is not one to ponder and
30:53philosophize, but to go quickly and in
30:56a classroom you can do it as groups.
30:59You could have, I don't know,
31:02add yippee and a a be a team,
31:03for example, sitting together and
31:05trying to poll their answers.
31:07Here it's you can't really do it.
31:10You would have to have 100 breakout
31:13rooms and that would not be fun.
31:15So each one of you is going to play
31:17by himself and let's see who wins.
31:18So here we go,
31:24Misunderstood animals. Very, very important.
31:52And you have to be ready to say why.
31:55So 16 of you, I know you can do it. OK. So
32:02let's see.
32:06OK, so five of you said sharks and so
32:14forth. Let's see what the answer is.
32:22The answer is, let's
32:26see what kind of an answer.
32:34So it didn't tell us which one did it.
32:35OK, this was just for a warm up,
32:36so let's do the night. Let's do one more.
32:42Wolves help help maintain
32:44herbivore populations, which
32:46keep what from being overeaten.
33:05OK, so
33:14OK, so most people thought that it is plants.
33:18OK, let's see the answer.
33:23Well before the answer
33:24we know that E Who is E?
33:26He was the fastest.
33:28And the correctest Who is E?
33:30Aaron, you did it. OK?
33:33Justify why you you know,
33:36your trophy.
33:36Why plants. That's
33:40what. You can make anything up.
33:41Well, you could. You can make anything up.
33:44It doesn't matter. That's what,
33:46'cause that's what the herbivores eat.
33:50You know, she's so smart,
33:51it's like great. Anyway,
33:52you you get the sense, you know,
33:55you put questions that are relevant to
33:56your field and you put an explanation
33:58and you want that justification.
34:00And the speed to answer is particularly
34:02irrelevant when you have small groups,
34:05when you have teens, because it really
34:07puts again this I think healthy,
34:10healthy pressure for for folks to to compete.
34:14So those are three
34:19worth talking about and we're going
34:22to switch now to talk about humans.
34:26Yes. Could you answer another
34:28question that is, yeah, for sure. So
34:31Tabasam who's at Bridgeport says
34:34that that they are conferencing
34:37in residents while they're in
34:39their primary care clinic.
34:41But but they're really not.
34:44They're really not responding or
34:47getting on to the online sessions.
34:49Only 8 residents for a 30 minute session.
34:53So she's wondering whether you have
34:57any advice for just attracting
34:59more engagement of the residents.
35:02I'm I'm I'm not sure I understood.
35:04So for a 30 minute,
35:0630 minute sessions,
35:08only 8 residents are logging on.
35:11They're choosing not to
35:13participate in, you know,
35:15the the sort of online sessions.
35:16I don't know if.
35:17Yeah, yeah, yeah.
35:19There are other aspects of the
35:21issue that you want to talk about.
35:22Tessa Bone,
35:24actually. They're actually
35:25in person sessions.
35:27Yeah, we have a total of 8 residents,
35:29you know, per block or so.
35:31But we don't find that they're
35:33really showing up to the sessions.
35:34Or if they're not,
35:35they're not logging on and we just
35:37don't know how to better engage them.
35:39So we have better attendance
35:41and participation.
35:42Yeah. Well, and I'm sorry your specialty is
35:48that's for primary care, OK. So maybe
35:54it's almost like a plant of a question
35:56because I think that my best answer
35:57is what I'm going to talk about now,
35:59which is how to bring patients
36:02and humans and the, you know,
36:04the reality of what we
36:05like into the classroom.
36:07I think that we don't do enough of
36:09that and pre technology it was very hard.
36:11So I don't know if that's the
36:13end all solution,
36:14but it's one that I would encourage you
36:16to think about and hopefully some of
36:18these techniques may help to that end.
36:20I I think you know we see it
36:22with the medical students that
36:23whenever we have a patient,
36:25a patient interview the room gets full
36:27otherwise it you know it doesn't.
36:30So
36:32see what I have to say and and
36:34and you'll see what you think you
36:36you know certainly bringing live
36:38patients is wonderful but it's
36:40very complex logistically sometimes
36:42ethically it's just difficult.
36:44But video clips of all sorts have
36:47really opened a whole world to us
36:49of real patients but also of actors
36:53who are simulated participants.
36:56Animations can really be quite
37:00innovative and and bring a lot of
37:03attention and and using just audio,
37:05I'll give you examples of all of
37:07these four things and of a fifth
37:09one just audio can be incredibly
37:11powerful and we we tend to forget it.
37:13So hopefully this will become clear.
37:16So let's start with real patience.
37:19I'm I'm a child psychiatrist as I
37:21mentioned and it's hard to bring real
37:23patients in for any number of reasons.
37:26And if we talk about autism in the
37:29first three years of life for example,
37:31it's very, very hard.
37:34So how how do we do it?
37:35There are,
37:36this is an example from my specialty,
37:38the Autism Navigator.
37:39But I am sure that there are
37:42comparable things for any specialty
37:44collection of web-based tools or
37:47videos to exemplify something,
37:49whether that something is chest pain or
37:53edema or headache or whatever it is.
37:56I think that if we can do it
37:58with little little kids,
37:59it can be done with anything.
38:02And this is going to be,
38:03I'm going to hop off for a
38:05second again to to the web.
38:06This is going to be the last time
38:08to show you what I mean by this.
38:10So most of you probably had one or
38:13two lessons about autism in medical
38:16school and but don't remember much.
38:19This would be my my expectation
38:23or my prediction.
38:25So if the this is an example,
38:27just to show about you know these
38:30big words initiating a respond
38:31to social interaction.
38:33Let's look just a 10 seconds or so of
38:35video of a normally developing child.
38:52Very nice. Oh, there you go they're
38:55for you. Bubbles and bubbles. Let's
39:00now, let's now go to a child the
39:02same age in whom we're seeing
39:04some red flags for autism.
39:07Oh, oh, only got 1.
39:36Can you give them to Mama?
39:38So what I'm going to do now is
39:41that through the magic of Zoom,
39:42you all suddenly are first year medical
39:46students and who wants to comment
39:48and make some observations on what
39:50they saw between the two children.
39:52What what called your attention?
39:54And remember, you're first year medical
39:57students who don't feel any pressure,
39:59and the only one who can't answer is Angie.
40:05I was going to say that
40:06we didn't see any images.
40:08I could just hear
40:09that. What? Oh, you.
40:10I could just you didn't see any?
40:12Oh, no, no. I wish you
40:13had told me before. Oh, no, no,
40:16no. OK, so then let's show.
40:18I'll just show 10 seconds of each.
40:22OK, here we go. Hold on.
40:28Zoom.
40:30Share screen.
40:35OK, so you you're gonna hear
40:37it twice and see it once. Let
40:41Mama open. You give it to Mama. Take the
40:45Mama, Angie. OK. Yeah. You want
40:47me to blow bubbles?
40:49That's good. Yeah. Bubbles.
40:53OK. So that's one. Angie,
40:57could could you see that? Yes.
41:00All right. Give me sweetie.
41:01You give me some kids.
41:02Give them to Mama.
41:03Give them to Mama and you.
41:06Yeah. If you want to open.
41:07I'll blow them if you want me to.
41:09It's up to you. You blow.
41:14Uh oh, only got one.
41:18Got it? You got it. Here's the bubbles.
41:22Bubbles. Do you want more?
41:25Do you want more bubbles? Ethan.
41:32You want more? Can you give him
41:38Ethan? And he says if I keep rolling them,
41:41maybe somebody will take them.
41:43Can you give them to Mama?
41:44Can you give me sweetie?
41:47Give them to Mama.
41:48Give them to Mama. Thank you.
41:52OK, now I think you saw it.
41:54So any differences that jump to you
41:57between the first video of a normally
42:00developing child and the second child,
42:11Be kind to yourself.
42:11You don't need to get it right.
42:13Remember, you're a first
42:14year medical student.
42:15This is the first time ever
42:16you've seen this. Yes.
42:17For me, I thought it was when
42:20the normally developing child,
42:22when someone spoke to him,
42:23he would look towards them and
42:25there wasn't any like attention
42:27changing when he was being spoken
42:30to in the second video. Yep.
42:32Yeah. So lack of responsiveness
42:35to his name, lack of engagement.
42:36There was, you know, very little
42:38eye contact the second time.
42:39The way that he was
42:43playing with that red bottle was not really
42:45how that red bottle was intended to be used.
42:47It was just an object he was throwing around.
42:50We could go on and on and we could spend
42:51a lot of time talking about, you know,
42:53this was just 10 seconds or 15 seconds.
42:55And this is, you know,
42:57with real, with real pitch.
42:58And so the whether it is some repository
43:02of videos relevant to your speciality,
43:05whether you can record some of your patients,
43:07which now the technology
43:09for that is very easy.
43:11Patients, people, humans really make
43:13things come alive in a very different way.
43:16The, the 2nd way of doing that is
43:20let me share, share, share, share,
43:26share, share,
43:37second. OK, share. OK.
43:40So that was one example.
43:44The second example is using simulated
43:49participants, simulated patients.
43:50And in this case, I'm going to show you
43:54an example from work we did talking about
43:56something that is very difficult to talk
43:58about and that we rarely talk about,
44:00especially with youngsters, which is sex.
44:04So we first asked the participants,
44:06about 150 of them,
44:07to tell us what word comes to mind when
44:10you have to talk about sex with your
44:13adolescent patients or their families.
44:15And this is the, you know,
44:18this is what we saw.
44:19You know, it's very awkward and it's very
44:21important it it's very uncomfortable,
44:23even though it's important.
44:25So we created these videos to be able to
44:28talk with adolescents about such things.
44:31So I'm going to show you a brief one about
44:34how do you talk about sexual side effects.
44:36The the point in to make here in the
44:40context of today's talk it is not
44:42to teach about sex Ed or whatnot,
44:44but to take a topic,
44:45a brief topic to support it with video and
44:48then open up the conversation through it.
44:51So let's see.
44:59I hate talking about
45:00that stuff within there.
45:01He and my mom were so
45:03worried that I watched ****.
45:04Well, it it didn't even work.
45:06I can't finish.
45:09Sorry, I didn't mean to
45:11talk about that stuff.
45:12Bobby, it's it's good that you brought it up.
45:14Your sexual health is just as
45:15important as the rest of your health,
45:17and it actually connects to
45:18the rest of your health.
45:20I'm wondering what you mean
45:21by you can't finish.
45:23When we talk about sexual function,
45:25it can be helpful to think of
45:26it in sort of three categories.
45:28The first category is sort
45:30of like the electrical.
45:31Can you still get aroused when
45:33you look at these images?
45:34Like do you feel desire?
45:35Like you always have? Yeah.
45:37OK, All right. So that's intact.
45:39The next category is the mechanical.
45:41Are you able to get the same sort of
45:44erection that you've always gotten?
45:46And then the last category is the hydraulics.
45:49And it's a lot of different words
45:50you can use. But can you finish?
45:52Can you come?
45:53Can you ejaculate and achieve orgasm?
45:56I I think it's mechanics and hydraulics.
46:00It takes a very long time for me to
46:02finish and sometimes I can't at all,
46:04Even with ****.
46:06It's frustrating.
46:07Was it always this way or is it different
46:10since you started your antidepressant?
46:13Now that you mentioned it,
46:14it did change early this year.
46:16I used to finish very quickly when I,
46:19you know, did that,
46:20But now it takes forever.
46:22And I'm, I'm just frustrated.
46:25But it's it's not like I'll even
46:27get a girlfriend or anything.
46:29I mean, regardless,
46:30this isn't unusual and it's
46:31good that you brought it up.
46:33The medication you're taking can
46:35actually impact sexual function
46:36by making it harder to orgasm.
46:38And if it's bugging you,
46:39there's things we can do to address it.
46:41Yeah.
46:42Actually,
46:42I I am kind of worried for
46:45if I do get a girlfriend.
46:47So I've totally avoided Molly's text
46:49because I I thought I was crazy.
46:53You're not crazy.
46:54Thank you.
46:58So just a couple of things to notice,
47:02Linda, the doctor is a real doctor,
47:03my colleague a psychiatrist
47:05that the patient is an actor,
47:08a standardized patient.
47:09And I think that standardized
47:11patients have their own challenges
47:13and logistics and etcetera.
47:15We could talk a lot about standardized
47:16patients, but they are wonderful and
47:18they can really do a script exactly
47:20along the lines of what you need.
47:22And #1 and #2.
47:23The the ethics are easy.
47:26You know, this is not a patient,
47:27even the ethics of those babies.
47:29I I always feel even though
47:30the parents consented,
47:31it feels a little bit and
47:33even though they're public,
47:34available online, publicly.
47:37So this was a use of a standardized patient.
47:39Something to to consider
47:44the next category is animations.
47:47I'm going to show you an animation
47:48a a brief example of an animation
47:50made by one of my colleagues teaching
47:52cognitive behavioral therapy
47:54skills to children and young folk.
47:57And the voices that you're going
47:59to hear are from my colleagues.
48:00And the animations, you know,
48:02they're not off the shelf.
48:04They take some doing,
48:05but they're not impossible to do either.
48:07And you're going to see the
48:09example of these animations,
48:10these voiceovers
48:15just doesn't feel good in the morning.
48:17Maybe she's just not a morning person.
48:21Exactly. There are many other reasons
48:23Taylor might act like that in the morning.
48:25So if you tried to practice some of
48:27those other thoughts, like Taylor
48:30is not a morning person and she
48:31has a lot going on in her life,
48:33how would that change your feelings? Well,
48:38I wouldn't be taking it so personally and
48:41I wouldn't be getting so angry and upset.
48:46So this is, you know, this little
48:48clip is about over generalization
48:51and catastrophization and making
48:55coming to terms in in difficulties etcetera.
48:59But you see that once you introduce
49:01something that is unexpected,
49:03like a cartoon in a medical class,
49:05that can also change
49:07things very dramatically.
49:08It can be a tailored cartoon like this one,
49:11or it can be animations,
49:12of which there are 1,000,000.
49:14They take a little bit of
49:16time to to find for your need,
49:17but they make a big difference.
49:19And this leads to another major didactic
49:22point, which is whatever you do,
49:24if you switch it around during the course
49:26of your hour or two hours or whatever,
49:28though, that goes a long way that you
49:31don't get into methodological fatigue.
49:32You know that everything is PowerPoint
49:35or everything is this or everything
49:37is that just doesn't feel good in the.
49:39Yeah, I'm going to two more modalities.
49:42One is audio.
49:43I want you to behold the power of audio.
49:46We can all have audio just with
49:49our phones recording a patient,
49:53a family member telling us the
49:55lived experience for example.
49:56And this is what I'm going to do here.
49:57This is a young adolescent black woman
50:01talking about her experience with depression.
50:04And I intentionally explicitly
50:06mentioned black because it is
50:08quite relevant how it comes in In
50:10her life and in this audio
50:16I was going through a lot.
50:18It was tough, like I go to school
50:21in the suburbs, so it was always
50:23people asking if my hair was real.
50:26They always were considering
50:28that things I like were ghetto
50:30and just all of the girls who
50:33were popular who were considered
50:36the most beautiful in school.
50:38They never looked like me.
50:40And just I started to feel like I
50:45couldn't be beautiful unless I was white.
50:51So, you know, we've used this video,
50:53this audio to have discussions about
50:58differences in minoritized
50:59populations and black girls,
51:01black women as a springboard for discussion.
51:05You know, this is not an answer.
51:06This is not just a giving the information,
51:08but using it as a springboard for discussion.
51:11Each of the things that I've
51:12shown are intended to do that.
51:14I'll show you one more thing and
51:15then we're going to close it. So,
51:20Jean Hablas Espanol
51:24Poquito. OK, so don't worry.
51:27I'm going to teach you a
51:28little bit of Spanish.
51:28So what I'm going to show you now is
51:31something that I learned from one of
51:33the residents in the master's program.
51:36He learned about this,
51:38and this technology is particularly
51:42good if you want to teach at a distance,
51:44which is what he wanted to do,
51:45and teach lots of people.
51:47So he wants to give the same lecture
51:49many times to many people in Spanish.
51:51So how do you do that?
51:53And it's very neat.
51:54Let me show you just a couple of seconds of
52:12it.
52:16ET pasila, que estel Veolo
52:21SE alboci
52:24muchisimo menos complianza
52:26pulmonar a cual quier ponto
52:36lumen
52:41O incluso mie, Yeah, and your pulmonology.
52:48Anyway, he put together
52:49this wonderful curriculum,
52:50all in Spanish, of small clips,
52:523 to 4 to 5 minutes, teaching very,
52:56very sophisticated concepts,
52:58and there was a rave review
53:00about it if you're interested.
53:03If it's something that could apply to you,
53:05you should know that for
53:07what I call E chalk talks,
53:09it's something that's available to all
53:11of us for free at the Porvu Center.
53:12The the machine is called the Light
53:15Board and you just book it and you go.
53:18There are handheld variations and you know
53:20the iPad I guess can do a variation of it,
53:23but this is particularly powerful
53:25and I just wanted to to show it.
53:29Andres Mora Carpio the the,
53:32the resident doing this, a fellow doing this.
53:35A pulmonary fellow from Venezuela
53:37and has done just a you know,
53:41really, really nice job with this.
53:43OK.
53:44So we're going to close by saying don't
53:47give it all the way to your illustrations.
53:49You know,
53:50don't just show lots of pretty stuff.
53:52Let it the illustrations or
53:54whatever the electronics compliment
53:56you and don't hide behind them.
53:59And the last thing we're going to do
54:03is take you to this slide and if you
54:09see there's a blue line over there,
54:11I'm going to replay it in a second.
54:12But we really as we get this series launched,
54:17we really count on your feedback,
54:20on your input and
54:25this little timer will tell give us a
54:27little bit of time for you to to do this.
54:29We really, really appreciate it.
54:30Shouldn't take you too much time
54:33and I think we're going to have like
54:37one or two minutes for discussion. But
54:47yeah, about anyone,
54:51if anyone has any questions, please,
55:02I have a question,
55:05which how do you, how do you or how
55:09would you go about doing like hybrid
55:11presentations now that there's going to be
55:15more of that happening?
55:18Yeah, yeah, yeah, yeah.
55:22So I think the, the perhaps the
55:25biggest challenge for that is
55:28making sure that the audio works.
55:30Yeah, that that is the biggest thing
55:32because it's very frustrating if
55:33some people can hear and some cannot.
55:35So figuring that out is probably
55:37more important than anything else.
55:39And as you know it took us a while to
55:41figure out in the Cohen Auditorium and
55:44it it's sometimes not even perfect.
55:46So that's one issue.
55:48The the other issue, which is very,
55:51very simple,
55:52is what I call the power of the B key.
55:55B as in, boy,
55:57that when whenever we use PowerPoint,
55:59we just need to shove it in
56:01people's face like I'm doing now.
56:03But I can do this.
56:06Hold on, I can do this by just
56:10pressing the B key and make it go away.
56:13And then there's much more interaction.
56:15So if you're doing that not to
56:17rely exclusively on the PowerPoint
56:19and to make it come around,
56:21if I was giving this talk in person,
56:24of course something that I cannot
56:25do here is that I might be walking
56:27around to the small groups.
56:29I might be giving it from a center of
56:31the classroom rather from in front.
56:33All of those logistic,
56:36mechanics,
56:36geographic things need to be worked out.
56:39But those are some of my initial thoughts.
56:42Thanks for the question.
56:45Great, Andreas. Thanks. So it is 1:00.
56:48So I know that some of us will have to go,
56:50but I'm willing to stay on for another
56:522 minutes for another question.
56:54If those who can stay can stay on,
56:57is that all right, Andres?
56:58Of course, of course.
57:00And to everyone.
57:01Thanks so much for attending.
57:05I
57:09have a quick question Andres.
57:12Thoughts on having an accomplice,
57:14you know somebody else working with
57:17you who might pull up the, you know,
57:20click on the apps so that you
57:22don't have to or if it's on zoom,
57:24putting things in chat while
57:26you're talking, things like that.
57:29For sure. It's if if doable,
57:32if possible. It is, it is great.
57:36It's not always doable.
57:38But yes, yes, yes, yes, yes. I
57:40mean you have to pretty much be In Sync.
57:42So Yep, Yep, Yep, next.
57:44But as long as you have time
57:46to pre plan, I think maybe
57:49Yep, other questions
57:53stay on for another minute.
57:58Aaron gets the double
58:01participation award today.
58:02So thank you for your question.
58:04Do you want to go for the third?
58:10I don't. I don't have any questions for you.
58:12I think I was actually this afternoon
58:15planning on starting to make a new
58:17presentation that I have to give to
58:18my residents in a couple of weeks.
58:20So I'm really excited to incorporate
58:22some of this stuff in there.
58:24Well that's great.
58:25What what is your specialty?
58:27I am I'm a new faculty member in
58:30laboratory medicine. I specialize
58:31in transfusion medicine and HEPA.
58:34So you have lots and lots and lots
58:36of images that you can you have
58:37lots of eye candy which is great.
58:39I have. I have lots of of
58:41things to mind for good participation.
58:45So I'm excited. Yeah, great.
58:49Thanks, Erin. All right, everyone.
58:53Well, join us again at our next Yes
58:56session or the Med Ed Discussion Group.
58:58You'll find the schedules at the
59:00Center for Medical Education website.
59:02Thanks for joining.
59:03Have a good day. Good weekend.
59:06Bye, bye.
59:09Thanks.