Pimped EDU

We consider a fundamental obstacle to successful clinical medical education to be that instructors, while often highly skilled in medicine, have received suboptimal training in the art of teaching.

With Pimped EDU, we aim to develop quick, simple resources to help novice teachers get better at assessing and expanding student knowledge.

Over time, we hope to expand this section to include on-demand videos and other resources, but first, we must define The Tenants of Effective Pimping. If you would like to participate in the discussion on the development of these resources, please email us.

The Tenants of Effective Pimping

The tenets will be used:

  1. to guide Pimped question curators in the development of effective questions;
  2. to raise awareness among medical students and faculty regarding effective practices; and
  3. as a means to promote, incentivize, and recognize effective pimping by faculty – groups of students can generate recognition of a physician for use of effective practices.

The Resident/Fellow/Attending:

  1. Has as their primary goal the improvement of student understanding and, as a secondary goal, the modeling of expert physician diagnostic practice.
  2. Asks questions that address clinically important information and scenarios.
  3. Models evidence-based medicine as opposed to relying on personal experience, drawing upon research and professional clinical guidelines and guiding students to appropriate resources for more information on the topic (published guidelines, Up-to-Date, Harrison’s, etc.).
  4. Helps students bridge the gap between textbooks and clinical diagnosis – between collections of facts and their integration within complex systems.
  5. Ascertains student baseline knowledge, and then leads the learner to solve the problem him- or herself by applying baseline knowledge to a clinical scenario.
  6. Carefully calibrates student stress/anxiety in order to maintain a level that promotes effort and learning.
  7. Encourages continuous learning by welcoming questions, observations or findings from recent research or guidelines as well as the admission by students of the need for additional learning or review to solve a problem or care for a patient.
  8. Models lifelong learning by welcoming new research findings brought forward by colleagues and talking through how they will impact diagnosis or treatment decisions.
  9. Avoids humiliation of the learner; praises strong performance and uses wrong answers as an opportunity to teach or to encourage independent review of the topic.
  10. Asks the students, from time to time, for feedback on the effectiveness of their pimping practice.