KeyLIME+

On this episode of KeyLIME+, Adam speaks with Charlotte van Sassen about the subtle ways that knowledge of patient outcomes can influence how supervisors assess clinical reasoning. Their conversation uncovers the impact of outcome bias on feedback and evaluation in medical education, exploring the challenges this presents for fairness and learning. They also discuss strategies to recognize and address these biases, aiming to improve how we support trainee development in complex clinical environments. Length of episode : 30:52 Resources to check out: https://pubmed.ncbi.nlm.nih.gov/40479526/ van Sassen C, Mamede S, van den Broek W, Bindels P, Zwaan L. Does Knowledge of Clinical Case Outcome Influence Supervisor Evaluation of Resident Clinical Reasoning? Acad Med. 2025 Jun 6 Zwaan L, Monteiro S, Sherbino J, et al Is bias in the eye of the beholder? A vignette study to assess recognition of cognitive biases in clinical case workupsBMJ Quality & Safety 2017;26:104-110. https://qualitysafety.bmj.com/content/26/2/104.abstract Caplan RA, Posner KL, Cheney FW. Effect of Outcome on Physician Judgments of Appropriateness of Care. JAMA. 1991;265(15):1957–1960. doi:10.1001/jama https://jamanetwork.com/journals/jama/article-abstract/385633 Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski

This episode of KeyLIME+ delves into the complexities of clinical learning environments in medical education. Adam and guest co-host Danielle Chang speak with Jena Hall about the dynamic nature of these environments, their impact on patient outcomes, and the importance of adapting to external societal influences. They discuss the challenges of physician burnout, the role of social media, and the integration of AI in medical training. The conversation emphasizes the need for intentional adaptability in educational practices to foster a supportive and effective learning atmosphere for the doctors of tomorrow. Length of episode : 39:45 Resources to check out: Nordquist J, Silva S, Caverzagie K, Hall J. Clinical learning environments: Updates. Med Teach. 2025 Jun;47(6):911-917. https://pubmed.ncbi.nlm.nih.gov/39901697/ Asch DA, Nicholson S, Srinivas S, et al. Evaluating obstetrical residency programs using patient outcomes. JAMA. 2009;302(12):1277–1283. doi: 10.1001/jama.2009.1356 Thoma B, Karwowska A, Samson L, Labine N, Waters H, Giuliani M, Chan TM, Atkinson A, Constantin E, Hall AK, Gomez-Garibello C, Fowler N, Tourian L, Frank J, Anderson R, Snell L, Van Melle E. Emerging concepts in the CanMEDS physician competency framework. Can Med Educ J. 2023 Mar 21;14(1):4-12. https://pubmed.ncbi.nlm.nih.gov/36998506/ Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski

In today's show, Adam chats with Gustavo Patino to discuss the implications of artificial intelligence in medical education publishing. They explore the need for transparency in AI model reporting, issues related to predictive accuracy, and the potential biases that can arise in AI applications. The conversation emphasizes the growing need for clear reporting guidelines in the use of AI in health professions education research and reviews some practical strategies to achieve this goal. Length of Episode: 31:04 Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski

In this insightful discussion, Maria Mylopoulos, a senior scientist and associate director at the Wilson Centre, shares her expertise on adaptive expertise in medical education. She explains the critical differences between routine and adaptive expertise, emphasizing the need for innovative problem-solving in modern healthcare. The conversation highlights how embracing uncertainty can enhance learning, while productive struggle allows learners to build resilience. Mylopoulos also offers practical advice for educators on integrating flexibility and variation into curricula to develop future-ready physicians.

Amit Chopra, an emergency medicine resident passionate about simulation and quality improvement, talks with Andrew Petrosoniak, an emergency physician and trauma team leader. They discuss the evolution of M&M rounds, advocating for a systemic approach over individual blame. Highlighted topics include incorporating video reviews for enhanced learning and performance analysis, alongside the potential of AI in scaling these practices. The duo emphasizes the value of learning from both successes and failures to improve healthcare systems efficiently.

Milad Memari and Katie Gavinski, experts in medical education and clinical reasoning, tackle the complexities of growth mindset theory. They discuss the pitfalls of false growth mindset, advocating for practical strategies that educators can implement. Milad warns against the dangers of misapplied praise, while Katie emphasizes that mindsets can vary by context. They also explore the parallels between parenting and education, and the importance of non-evaluative coaching to foster true learner growth. Concrete tactics for cultivating a supportive learning environment are shared.

Dr. Michael Gottlieb, an emergency physician and researcher at Rush University, joins to discuss his groundbreaking study on podcast learning during exercise. He reveals that listening clarity remains unchanged when exercising versus at rest. The conversation dives into multitasking versus task switching, shedding light on how our brains cope with divided attention. Gottlieb addresses the role of cognitive load in learning and offers active strategies for enhancing engagement with podcasts. He also explores the potential benefits of video games for surgical skills and emphasizes the importance of motivation in learning.

Dr. Paul Kirschner, an Emeritus Professor of Educational Psychology, debunks key myths in education, like learning styles and the dangers of multitasking. He emphasizes that expertise hinges on schema and perception, highlighting why merely Googling information is insufficient without prior knowledge. Kirschner also discusses evidence-based study techniques known as 'desirable difficulties' that enhance long-term retention, urging educators to embrace effective teaching strategies grounded in research.

Dr. Lisa Rosenbaum, a cardiologist and NEJM correspondent, dives deep into the conflict between excellence and well-being in medicine. She shares her insights on necessary versus unnecessary discomfort in training, drawing parallels to athletics. The conversation highlights the emotional toll of writing controversial pieces, the challenges of providing tough feedback, and the shifts in medical culture post-COVID. Lisa argues for a balance between grievance and mastery, emphasizing that true well-being in medicine comes from intrinsic motivation and the pursuit of excellence.

In the Season 1 finale of KeyLIME+, Adam shares reflections on a memorable first year, highlighting listener feedback and key insights from across the season. We revisit important conversations about balancing wellness with excellence in medical education, rethinking med school admissions, applying cognitive load theory to clinical teaching, and leading change with humility. Thanks to all our listeners and contributors for being part of Season 1 — KeyLIME+ will be back in September with an exciting Season 2! Length of episode: 36:50 Resources to check out Episodes mentioned: - Episode 8 Is applying to med school like playing the lottery? https://keylimepodcast.libsyn.com/7-is-applying-to-med-school-like-playing-the-lottery Episode 11 Challenging the status quo of CBME in Canada https://keylimepodcast.libsyn.com/11-challenging-the-status-quo-of-cbme-in-canada Episode 14 Exploring cognitive load in the workplace: A new tool for medical educators https://keylimepodcast.libsyn.com/14-exploring-cognitive-load-in-the-workplace-a-new-tool-for-medical-educators Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski