10-20: YES!: Enhancing Teaching with Technology – and Humans
October 20, 2023ID10879
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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.