The Concept of "Concept Mapping" Is Useful in Teaching Residents to Teach

A Primer for Developing Chalk Talks

Chalk talks are a ubiquitous teaching strategy in both pulmonary, critical care, and sleep medicine and medicine in general; yet, trainees and early career faculty are rarely taught how to design, prepare, and present a chalk talk. Skills necessary to deliver a chalk talk are transferable to other settings, such as the bedside, wards during rounds, and virtual classrooms. As a teaching strategy, the chalk talk can involve learners at multiple levels, foster practical knowledge, stimulate self-assessment, encourage the generation of broad differential diagnoses, and promote an interactive learning environment. Suited for both formal and informal learning, the chalk talk can be prepared well in advance or, after some practice, can be presented "on the fly." Furthermore, often on the wards or in the intensive care unit, team members are asked to "teach the rest of the team" at some point during rounds. There is little guidance in medical education for students and trainees to prepare for how to do this, and the chalk talk can serve as an excellent format and teaching strategy to "teach the team" when tasked to do so. To highlight our perspectives on best practices in using the chalk talk format effectively, we first briefly review the literature surrounding this very common yet understudied teaching strategy. We then provide a primer on how to design, develop, and deliver a chalk talk as a resource for how we teach residents, fellows, and early career attendings to deliver their own chalk talks.

Adverse Childhood Experiences: Concept Mapping in the Bachelor of Science in Nursing Curriculum

BACKGROUND

Adverse childhood experiences (ACEs) have deleterious effects on health across the lifespan. Educating health professionals for ACEs awareness and prevention facilitates quality care. Literature documents concept mapping as an effective teaching strategy used in health professions to stimulate learning and foster students' critical thinking. However, ACEs curricular concept mapping remains unexplored.

METHOD

Content analysis with manifest coding was used to identify key concepts based on faculty narratives and discussion notes about ACEs content.

RESULTS

Major and minor themes emerged to support the ACEs Curricular Concept Map development with direct and indirect paths to culture of health and health equity.

CONCLUSIONS

The ACEs Curricular Concept Map was developed to guide teaching ACEs knowledge in a Bachelor of Science in Nursing program. Future studies are needed to evaluate the impact of ACEs curricular concepts on nursing students' learning and graduates' ability to translate knowledge to practice ACEs awareness and prevention toward health equity for all. [J Nurs Educ. 2019;58(4):193-200.].