Step by Step

INTRODUCTION

12/17/19 - Medical Grand Rounds: The Curbsiders Podcast: The Struggling Learner-Tools, tips, and techniques to identify the root cause and what to do about it

QUIZ

EVALUATION

CERTIFICATE

INTRODUCTION

Credit Hours: CME 1.00

Target Audience:

Faculty, residents, fellows, and community physicians in General Internal Medicine and subspecialties.

Educational Objectives:

Upon completion of this activity, participants should be able to:

  • Develop an appreciation for how to approach the struggling learner
  • Recognize how to “diagnose” learners
  • Identify barriers that face struggling learners and what we can do

Suggested Additional Reading:

  1. Merriam SB, McNeil MA, Spagnoletti CL. A 5-Step Framework for the Assessment and Remediation of a Struggling Medical Learner in the Clinical Environment. Southern Medical Journal. 2019; Mar; 112(3): 135-136.
  2. Andrews MA, Kelly WF, DeZee KJ. Why does this learnrm poorly on tests? Using self-regulated learning theory to diagnose the problem and implement solutions. Academic Medicine. 2018, Apr; 93(4): 612-615.

Authors:
Matthew Watto, MD — Clinical Assistant Professor of Medicine, Penn Medicine
No relationships with industry relevant to the content of this educational activity have been disclosed.
Melissa McNeil, MD, MPH — Professor of Medicine & Associate Chief, Division of General Internal Medicine Chief, Section of Women's Health Director, Comprehensive Women's Health Program Program Director, BIRCWH Program Director, Women's Health Fellowship
No relationships with industry relevant to the content of this educational activity have been disclosed.
Paul Williams, MD, FACP — Associate Professor, Clinical Medicine, Director, Primary Care Track, Internal Medicine Residency Program, Lewis Katz School of Medicine, Temple University
No relationships with industry relevant to the content of this educational activity have been disclosed.
Stuart Brigham, MD — Chief, Internal Medicine at Brook Army Medical Center
No relationships with industry relevant to the content of this educational activity have been disclosed.
Authors disclosure of relevant financial relationships with any entity producing, marketing, re-selling, or distributing health care goods or services, used on, or consumed by, patients is listed above. No other planners, members of the planning committee, content reviewers and/or anyone else in a position to control the content of this education activity have relevant financial relationships to disclose.

The University of Pittsburgh School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The University of Pittsburgh School of Medicine designates this enduring material for a maximum of 1.0 AMA PRA Category 1 Credits. Each physician should only claim credit commensurate with the extent of their participation in the activity.

The University of Pittsburgh is an affirmative action, equal opportunity institution.