As hospitalists, there are times when we are moved by a genuine excitement about the practice of medicine and other times when the exigencies of hospital work (humdrum EMR requirements, mounting demands for efficiency) attempt to sap our passion. We should always lean into the former, celebrating and nurturing excitement in our work as clinicians and medical educators. There is much to be gained through the recognition of an unexpected perspective, the asking of a new question in a moment of uncertainty, or the surprise of finding something intriguing in the seemingly mundane. These attributes are not merely inherited or self-sustained. Rather, they must be fostered with practice.

What we are really talking about is curiosity. As Faith Fitzgerald wrote in her memorable perspective piece Curiosity in the Annals (1999), the teaching physician must ‘take infinite pains not to suppress [curiosity] but to encourage [it].’ Medicine never fails to create uniquely difficult problems and an ability to sustain curiosity is essential to being able to approach such problems with creativity rather than frustration or disappointment. Physicians must feel comfortable with moments of uncertainty and actively work to arrive at effective solutions. Curiosity enriches our diagnostic abilities, improving patient care and making us better educators. We should strive to be curious physicians and medical educators because there will always be new stones to turn over — so long as we are willing to slow down and take another look.

These graphics serve as a scaffolding onto which medical educators should feel compelled to add their unique perspectives and experience. Thoughtful, simple design spurs exciting moments of learning on rounds, encouraging learners to share knowledge with others and adopt the role of teacher themselves.

Take the first step by practicing curiosity.