Model Physician
Model Physician
As illustrated with his first question, Dr. Moreland intends for his trainees to learn to think globally about their patients.
"Although rote information has its role," he explains later in the conference room, "I'm always afraid of overemphasizing it. When I trained in medical school, we didn't learn that much about communication skills and teamwork. We talked a lot about information we use as physicians—the mechanism of disease, the drugs we use.
"What I try to emphasize with trainees is, what skills in communication, teamwork, and self-education can we develop so that we can use those skills continuously throughout our practice?"
Dr. Moreland takes setting resident-generated learning goals seriously, says Dr. Simon, for which he and trainees give him high marks.
"He is very supportive and encourages us to make our own management decisions," Dr. Victor says. "Though, of course, he will let us know if something is likely the wrong choice, usually by discussing it first."
Patrick S. Romano, MD, MPH, professor of general medicine and pediatrics and former director of the Primary Care Outcomes Research (PCOR) faculty development program at the University of California Davis, where Dr. Moreland was a resident and then a fellow, found his trainee was always "very thoughtful and conscientious, presenting different ways of looking at problems and asking the right questions. And, of course, that's what we look for in teachers: people who know how to ask the right questions, because, then, of course, they are able to answer students' questions."
Teaching's Missing Pieces
As illustrated with his first question, Dr. Moreland intends for his trainees to learn to think globally about their patients.
"Although rote information has its role," he explains later in the conference room, "I'm always afraid of overemphasizing it. When I trained in medical school, we didn't learn that much about communication skills and teamwork. We talked a lot about information we use as physicians—the mechanism of disease, the drugs we use.
"What I try to emphasize with trainees is, what skills in communication, teamwork, and self-education can we develop so that we can use those skills continuously throughout our practice?"
Dr. Moreland takes setting resident-generated learning goals seriously, says Dr. Simon, for which he and trainees give him high marks.
"He is very supportive and encourages us to make our own management decisions," Dr. Victor says. "Though, of course, he will let us know if something is likely the wrong choice, usually by discussing it first."
Patrick S. Romano, MD, MPH, professor of general medicine and pediatrics and former director of the Primary Care Outcomes Research (PCOR) faculty development program at the University of California Davis, where Dr. Moreland was a resident and then a fellow, found his trainee was always "very thoughtful and conscientious, presenting different ways of looking at problems and asking the right questions. And, of course, that's what we look for in teachers: people who know how to ask the right questions, because, then, of course, they are able to answer students' questions."
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