Today I had an opportunity to teach a few of my peers who are also on Selective in GIM this block. The teaching exercise was open-ended and allowed us to develop our own approach. Rather than delve into one topic, I decided to review a couple of cases in cardiology, gastroenterology, endocrinology and medical imaging in the format of Jeopardy. The cases were designed to have an overview and review of some important concepts, with an additional objective of serving as introductory preparation for our upcoming Medical Council of Canada Qualifying Examination (MCCQE)! Given the timing of this teaching exercise, I felt this would be the most effective way to engage the other clerks and deliver a session that would be valuable to them.
This exercise allowed me to reflect on
my own teaching objectives, while being cognizant of the learners’ priorities and
goals. It also required me to develop a creative way to present and discuss the
cases. Jeopardy was an interactive method as the learners had an opportunity to
select the ‘category’ (topic) of the question and difficulty level. Each
learner took a turn selecting a topic and question they’d like to approach.
This resulted in greater engagement and fun while learning. For the more challenging
questions, the entire group discussed their thought process and consequently engaged
in collaborative learning.
As I move forward in my career, I am
enthusiastic about engaging in more teaching activities with my peers as well
as with medical students. I enjoy teaching, particularly in small groups where the
learning experience can be engaging and interactive. I hope to be able to incorporate
teaching as a part of my career in the future, by teaching residents and
medical students in my specialty.
- Usman T.
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