Reflection on the teaching session

A good teaching session is organized and relevant. It is geared to the level of the audience, it makes them care, and imparts upon them a simple message upon which they can build, think, and expand. But if I learned anything from this selective experience it is to make no assumptions. In preparing to teach, especially for a formal session, one must guess at what the audience already knows. However, this cannot be taken for granted. It is important to probe and challenge the audience so that their general understanding becomes clear. It may mean that the teacher must veer somewhat from their original plans, but this flexibility is critical in the success of the session. The important thing is to fulfill the teaching objectives, not to stick to a prepared script. The same is true of clinical practice. We are constantly faced with diagnostic dilemmas where we must make an educated guess. This guides how we investigate, or even empirically treat. But we also look for clues about whether we are right in histories, labs, and clinical course. We cannot simply assume we were correct and go ahead with our present management plan. As issues arise, we adjust our plan and address specific points. With flexibility and constant feedback, focusing on the greater goal - whether a learning objective or a patient oucomse - we will be more successful in the long run.

-Sarah