Open Access
ARTICLE
Teaching pediatric cardiology with meaning and sense
Joshua A. Daily1,2, Elijah Bolin1,2, Brian K. Eble1,2
1 Arkansas Children’s Hospital, Little Rock, Arkansas, USA
2 University of Arkansas for Medical Sciences, Little Rock, Arkansas, USA
* Corresponding Author: Joshua A. Daily, Arkansas Children’s Hospital, 1 Children’s Way, Slot 512-3, Little Rock, Arkansas 72202. Email:
Congenital Heart Disease 2018, 13(1), 154-156. https://doi.org/10.1111/chd.12561
Abstract
Pediatric cardiologists teach complicated concepts to a diverse group of learners that include medical students, nurses, residents, fellows, patients, and parents. Unfortunately, much of what is
taught is not retained. In order to increase the likelihood of long-term retention, a cardiologist
should teach with both meaning and sense. The authors provide a review of these concepts and
give specific examples of how to teach in ways that both make sense and are meaningful to a cardiologist’s leaners.
Keywords
Cite This Article
Daily, J. A., Bolin, E., Eble, B. K. (2018). Teaching pediatric cardiology with meaning and sense.
Congenital Heart Disease, 13(1), 154–156.