Open Access

ARTICLE

Teaching pediatric cardiology with meaning and sense

Joshua A. Daily^1,2, Elijah Bolin^1,2, Brian K. Eble^1,2

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.

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Keywords

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