Deliberate Practice: How to Develop Expertise

We all want to be great at something. Developing true expertise at a skill requires "deliberate practice". Psychologist K. Anders Ericsson, currently at Florida State University, has been a pioneer and at the forefront of research on expertise. His research has overlapped into medical education with at least 15 publications in PubMed specific to medicine.

Take your first bite into the apple of Ericsson's research by reading his 2007 article in the Harvard Business Review:

Ericsson, K., Prietula, M. J., & Cokely, E. T. (2007). The Making of an Expert. Harvard Business Review, 85(7/8), 114-121.

How can you not be drawn in to read this article when you see the following opening sentence?

"New research shows that outstanding performance is the product of years of deliberate practice and coaching, not of any innate talent or skill."

It's rather refreshing to know that we have the potential to be experts at something even if we weren't "just born with it". All one needs is about ten years, or roughly 10,000 hours, to practice a skill deliberately, a mentor or coach to provide feedback, and more time to practice, refine, and tune your skills.

You can a get good overview of his ideas of how deliberate practice develops expertise in medicine by reading his 2008 article:

Ericsson, K A. (2008). Deliberate practice and acquisition of expert performance: a general overview. Academic emergency medicine, 15(11), 988-94.

One of his pivotal articles on deliberate practice was written in 1993 while he was at the University of Colorado at Boulder. This paper would be well worth the read if you are interested in this topic because it has been cited over 2167 times according to Google Scholar!

Ericsson KA, Krampe RT, Teschromer C. (1993) The role of deliberate practice in the acquisition of expert performance. Psychological review, 100(3), 363-406.

Take heart that if you love something enough to want to excel in it, you hopefully by now have already clocked in or nearing your 10,000 hours of deliberate practice. Fire up the stopwatch and off you go!

NOTE:
Still can't get enough about this topic of deliberate practice? Read Malcolm Gladwell's book Outliers about the story of success.

"What Angry Birds Can Tell Us About Educating the Next Generation of Physicians"

In September 2011, Catherine Reinis Lucey, MD, will be joining the UCSF campus as our new Vice Dean of Education in the School of Medicine. Dr. Dave Irby is her predecessor in this position. Dr. Lucey brings with her expertise from the work she has done as the interim dean and vice dean for education at the Ohio State University (OSU) College of Medicine and associate vice president for health sciences education for the OSU Office of Health Sciences.

Click on image to view video

I recently happened upon a presentation that Dr. Lucey gave as part of AcademiX, an education series sponsored by Apple highlighting mobile technologies in higher education.

She bases her ideas of using mobile technologies in medical education on the example of the popularity of the mobile app Angry Birds. She discusses how to engage medical students through interactive learning on a mobile device.

Below is my summary of her key presentation points:

* In the age of "technology assisted learning", we learn best when at point of need (ie, when treating a patient)

* Utopia of medical education: Create the expert physician

* Deliberate Practice - concept for developing expertise (by K. Anders Ericsson), basis for "Outliers" (book by Malcolm Gladwell)

* Developing expert performance requires:
(1) increasing complex challenges
(2) immediate feedback and coaching
(3) time to practice, fail, practice, improve

* The science and power of motivation:
Having a cycle of challenge -- Allowing time for correction -- Time for reinforcement -- A time rechallenge

* Example: Computer games
(1) engaged user challenged to master skills in each level
(2) the device becomes the coach by allowing/denying passage/progress to next level based on skills learned

Examples of ideas generated at Ohio State University School of Medicine -

(1) "Angry" Mammograms app
-radiology training for reading mammograms
-provides levels of complexity & nuances
- tiered in difficulty
- develops pattern recognition

(2) "Angry" Heart sounds
- auditory learning
- reinforce through repetition, like listening to pop music over and over to learn the melody and lyrics

Goal - to embed mobile devices into medical curriculum to increase efficiency in learning in the process of creating the expert physician.

* Presentation video at http://tinyurl.com/3qvjznt
* Presentation slides at http://tinyurl.com/3ptfuon
* Dr. Lucey's bio at http://tinyurl.com/3oktlaa

Check out previous postings from my blog that relate to gaming apps for medical education topics - http://mededlit.blogspot.com/search/label/games

Medical Education Subject Guide: Your Go-To Resource

Need ideas of where to read up on the latest medical education research? Have a brilliant manuscript describing your curricular innovations but not sure where to publish? Need to find multimedia resources for medical education? Looking for curricular objectives to help guide your medical education project?

Look no further than the Medical Education Subject Guide available on the UCSF Library's website. The direct URL to this guide is at http://guides.library.ucsf.edu/meded.

OR you can navigate from the Library's website from the Classes, Consulting, & Help dropdown menu by selecting the Subject Guides listing. The Medical Education guide is listed alphabetically on the complete guides page.

Below is a snapshot of the Medical Education Subject Guide

(1) Browse the yellow tabs to explore the Library's resources available to assist in your medical education research needs.

(2) Read the latest published medical education research by UCSF medical educators.

(3) Download PDF tipsheets summarizing literature searching tips for how to search PubMed and other key databases geared to medical education.

(4) Contact me via chat, email, or phone from the right margin of the guide.

Please feel free to send me any suggestions you have for content you'd like to see on this subject guide. Bookmark this site today! http://guides.library.ucsf.edu/meded

The Future of Medicine TED Talk

If you haven't gotten a taste of a TED Talk lately, here's one to inspire us towards the vision of how doctors are and will be treating patients with the exponential growth in technologies now available.

Watch oncologist, Dr. Daniel Kraft, a physician scientist, give his April 2011 TED Talk, on "Medicine's future? There's an app for that"

Tips for Teaching Millennials

If you are reading this blog post, chances are you are (a) teaching millennials (b) a parent of a millennial (c) a millennial. Whichever category you fall into, as an educator, we all want our students to look as eager as this child does in class.

Below are tips condensed from their original sources. Visit the links to the original sources to see the very helpful full details related to each tip listed below.

"7 Techniques for Teaching Generation Y Students"
(see full article at http://tinyurl.com/3srwrpx)

Characteristic #1: They are technosavvy.

Recommendation: Don't talk down to them...In other words, you are a guide, a coach; you are not the Computer God in the classroom anymore.

Characteristic #2: They have short attention spans.

Recommendation: Keep it short and sweet... Use relevant examples or you will lose them.

Characteristic #3: They filter data out quickly.

Recommendation: Make your topic introductions sizzle...Introduce your topics so compellingly that your GenY students cannot help but be interested.

Characteristic #4: They multitask very well.

Recommendation: Don't get offended at other activities... Doesn't necessarily mean that you've lost their attention.

Characteristic #5: They consume information quickly.

Recommendation: Keep up the pace... As long as you are presenting the material clearly, you can almost never go too quickly for your GenY students.

Characteristic #6: Information must apply directly to them or you will lose them.

Recommendation: Customize the presentation directly to students' needs...Ask students, "What is it that you are hoping to learn today?"

Characteristic (Challenge)#7: Teaching Generation Y and Mixed Groups

Recommendation: Use body language and other clues to balance mixed groups...Simply ask the group, "How is this pace for you?" Or, "Would you like to practice this concept?"


"Generation Y - The Millennial Generation"

from Generational Learning Styles by Julie Coates. Published by LERN Books, a division of Learning Resources Network (LERN), 2007.
(see full details at http://tinyurl.com/dkbmwt)

1. Develop opportunities for experiential learning.
2. Encourage the development of learning communities.
   
3. Provide lots of structure.
   
4. Provide lots of feedback.
   
5. Use technology.
   
6. Make it fun.
   
7. Incorporate games.
8. Be relevant.
   
9. Utilize their talents.
   
10. Present the big picture.
    
11. Allow for creativity and be creative.
    
12. Offer multiple options for performance.
    
13. Be visual. This group is the most visual of all learning cohorts.
    
14. Be organized.
15. Be smart.
    
16. Be fair.
    
17. Recognize the need for social interaction.
    
18. Remember, talk is essential.
    
19. Structure a learning environment that demands respect and positive reinforcement.
    
20. Tie learning to actions.
    
21. Think positively.
    
22. Be clear and precise.
    
23. Allow focus time.
    
24. Talk is critical.
    
25. Enhance procedural memory with movement.
    
26. Make learning relevant.
    

Using Mind Mapping as a Teaching Tool

How many of you remember the grade school exercise of diagramming sentences? How many of you can claim that you enjoyed the exercises? Very few of you out there, I would guess.

To this day, if you were to ask me how I know that the subject comes before the predicate followed by the complement, I would have no good answer for you. However, I am able to write and read a sentence and know that it is written in proper English grammar. My fifth grade teacher would be beaming with pride that I am able to intuitively retain the grammar she taught me decades ago.

So what does this all have to do with mind mapping? Wait a second...what IS mind mapping. It is a way to visualize a concept by drawing out the relationships between several ideas. Here is a bare bones example of how I used mind mapping to brainstorm what my breakfast menu could look like.

Click on images below to see larger views
.

On a more complex level, you can use mind mapping as a study and teaching tool. Below is a mind map created by allergist and immunologist Dr. Dimov and colleagues at the University of Chicago and LSU to diagram the concept of adhesion molecules.

To find out more about how to use mind mapping as a teaching tool, you should read this article written by a fourth-year medical student in the UK:

Edwards, S, & Cooper, N. (2010). Mind mapping as a teaching resource. The clinical teacher, 7(4), 236-9.

ABSTRACT

BACKGROUND: Modern mind mapping has been around since the mid-1970s, having been developed in its current form by Tony Buzan. It works by taking information from several sources and displaying this information as key words in a bright, colourful manner. Mind maps have been described as an effective study technique when applied to written material.

CONTEXT: This paper looks at how to use mind mapping as a teaching resource, and was written as a result of the recent undergraduate 'Doctors as Teachers' conference at The Peninsula Medical School. INNOVATION: Mind mapping is a technique not often used or considered by many teachers. This paper looks at how a busy clinical teacher can apply this technique in a practical, useable way. This allows topics to be more interesting to students and makes both learning and teaching more enjoyable.

IMPLICATIONS: Mind mapping has many potential applications to clinical education, and can be adapted to many situations. It can be used as a teaching resource, as an aid to preparing and reviewing lectures, and the technique allows notes to be written and reviewed quickly, and most importantly enables information to be easily updated. Mind mapping can be used in many situations including problem-based learning, small-group teaching, in a one-to-one context, as an examination tool and for personal revision.

By training yourself to mind map the material you need to learn or teach, your brain will begin to integrate the information into a more second nature understanding. In this way mind mapping is like diagramming sentences, but a whole lot more enjoyable.

Be sure to check out my previous blog post about free and easy to use mind mapping tools. There are several sophisticated mind mapping software that you can purchase as well. Go forth and map!

Facebook and Doctor-Patient Relations

As of January 2011, Facebook has over 600 million active users. This breaks down to an average of at least 1 in 12 people in the world have a Facebook account. With these odds, it's inevitable that the paths of patients and doctors should eventually intersect on Facebook.

A real dilemma has arisen: Patients have found their physicians on Facebook and have requested to be friends with them.

Because of the personal information that can be found on Facebook, it seems intuitive that a doctor should not accept a friend request from a patient. But with no hard and fast guidelines, what is a doctor to do? Facebook reveals too much of what is personal and private that a physician, and a patient, would not particularly want to know about the other.

In the past two years, there have been a few opinion pieces published in medical journals addressing the issue of whether or not doctors should accept patients' friend requests:

• Grover, M. (2010). Defining the patient-physician relationship in the era of facebook. Academic medicine, 85(8), 1262-.


• Jain, S H. (2009). Practicing medicine in the age of Facebook. The New England journal of medicine, 361(7), 649-51.


• Lacson, S M, Bradley, C, & Arkfeld, D G. (2009). Facebook medicine. Journal of rheumatology, 36(1), 211-.

As of November 2010, the Australian Medical Association and their related Australian and New Zealand associations are in the forefront of setting guidelines for physician use of social networking sites such as Facebook.

[View the guidlelines at http://ama.com.au/socialmedia].

This initiative was in response to the fact that some physicians have posted negative comments and even the names of some of their patients on Facebook. This clearly crosses the boundaries of professionalism. These opinion pieces and guidelines should set the stage for active discussion in the medical profession and medical schools of how physicians should or should not interact within the world of social media. Feel free to put in your two cents in the comments section below.

The American Medical Association actually does have a short statement on their website about professionalism and social media. Check it out at http://www.ama-assn.org/ama/pub/meeting/professionalism-social-media.shtml

Happy Holidays 2010

Wishing you a very Happy Holidays and hope that 2010 was good to you. If not, we've got 2011 to give it another go!

Here's a little diddy to help you get geared for a quiet workweek between Christmas and New Year's.

May your 2011 be filled with continued opportunities to live, learn, and pass on your knowledge!

Google's Tech Quick Tip Videos

I don't know if you're like me, but if anyone in your family thinks that you have some level of tech savvy, you end up being the go-to person for tech troubleshooting for all things large and small.

For example, 20% of the time when my dad comes over to visit and is checking his email on my computer, he'll exclaim, "What happened to my bookmarks?!" Then I'll take a deep breath and remind him that his bookmarks are on HIS computer at home, and the ones on mine are specific to my computer alone.

Well, help is on the horizon now that the young techies at Google have created a fun and useful series of videos at TeachParentsTech.org. The website's name pretty much says it all.

These incredibly short and to the point videos all run under one minute. One of my favorite features is at the end of every video there is a childhood photo of the presenter with their parents.

Tips range from very basic (ie, how to copy and paste, or how to increase text size) to skills that everyone, not just parents, can appreciate (ie, how to take a screenshot (see below)). A lot of the tips are geared towards Mac users, but some do cover tips for PCs.




Feel free to navigate the TeachParentsTech.org website for more videos, or simply browse the related videos in the YouTube right menu after viewing one of their videos.

Share this news with your parents and other frequent tech-frantic but loving family member or friends. They'll thank you for it, and you can thank the folks at Google for making our lives easier.

UCSF's New Teaching & Learning Center opening in January

The brand new state of the art Teaching & Learning Center will be opening its doors in January 2011. The TLC, housed on the second floor of the UCSF Library, will foster interprofessional health education.

This new facility is where students will practice their clinical skills, ranging from working with standardized (actor) patients, to working with simulation models for clinical procedures, and to telemedicine training. The TLC will be the new home as well for the Kanbar Center for Simulation, Clinical Skills and Telemedicine Education.

The project is state funded by Telemedicine and PRIME-US Education Facilities initiative as a result of California State Proposition 1D. PRIME-US is a UCSF specific Program In Medical Education for the Urban Underserved.

In addition to clinical skills learning spaces, there are also seminar rooms, a computer lab, media development center, and community spaces for group discussions and collaborative work. Seminar and classrooms are equipped with multiple large flat panel screens, and high definition video recorders for telecasting with remote learners and for recording class content. Teaching spaces have retractable walls to expand to accomodate different class sizes and equipped with modular furniture to allow for easier collaborative learning.

The TLC will open the first week of January. Come take part in the open house activities the week of January 18th. More info at http://tlc.library.ucsf.edu/ . You will not be disappointed, plus, enjoy views of the cityscape and Golden Gate Bridge.

PubMed's Video Tutorials

Need some answers for how-to's with PubMed, but the librarian isn't available to help? Then you should check out online tutorials put together by the folks at the National Library of Medicine who run PubMed's content.

On PubMed's homepage, select the PubMed Tutorials link under the Using PubMed section below the search box. That will take you to a collection of "Quick Tours", which are narrated tutorials.

Good to know that there are multiple sources of help out there for how to efficectively use PubMed.

25 Basic Styles of Blogging

Are you an active blogger? A newbie blogger? Only in the consideration stage of becoming a blogger? If you are any of these, this presentation gives some very helpful tips on the multiple types of blogging styles that can engage your readers.

Each style is rated by:

(1) Suggested frequency of postings
(2) The "Buzz Index" - how likely the posting will be linked to and commented on
(3) Difficulty level in creating each posting style

My personal opinion is that you should use any combination of several styles to make your blog interesting and engaging with your audience. No one style is dominantly the best. The ratings will help you determine which styles you should consider using most.

The 25 Basic Styles of Blogging ... And When To Use Each One

View more presentations from Rohit Bhargava.

The presentation author, Rohit Bhargava, is Senior Vice President of 360 Digital Influence Group at Ogilvy, a large global advertising company.

May these tips help guide you through your blogging adventures!

Medical Mnemonics Apps

So much to memorize, so little time. Is that the story of your medical school life?

Well, the NerdcoreLearning Board Review Medical Mnemonics app has come to your rescue. This app is available for $0.99 at the iTunes Apps store online. The high-yield content has been selected by attending physicians and students to provide an extensive collection of easily browsable topics and organs systems.

In addition to mnemonics, the app also provides news feeds from the Nerdcore Learning website.

Special thanks to first-year med student Asya Ofshteyn for pointing me to the Nerdcore app.

Another mobile resource is available from Medical Mnemonics.com. It is compatable with Palm OS and is also available as a browsable website and PDFs are available compiling the mnemonics.

Okay, enough talk for now, go forth and learn!

Team-Based Learning - Is It for You?

Team-based learning (TBL) has steadily gained momentum in the field of education. Back in the late 1970's, Larry Michaelsen, a Professor of Management, then of Oklahoma State University, and now of University of Central Missouri, first termed TBL and showed it to be an effective mode of teaching students in small groups of ideally 4 to 7 students per group.

TBL can turn a previously more passive lecture-based class into an active student collaborative environment. A general TBL session would look like this:

(1) Individual Study: Students are expected to have prepared for the session ahead of time by reading teacher-assigned materials.

(2) Individual Test: The time in class is then open for students to assess their knowledge of the material; first on their own by taking an IRAT (individual readiness assessment test).

(3) Team Test: Groups then work as a team to answer the same IRAT question. Students deliberate and decide on a group answer to the GRAT (group readiness assessment test).

(4) Written Appeals: the class reconvenes as a large group to discuss the answers from each group; instructor provides input to direct the discussion.

(5) Application Question: students work in their groups to apply their knowledge and critical thinking skills to answer a question posed to the entire class by the instructor. The class then reconvenes and discusses their answers with the instructor's oversight.

Students can earn points for each section of the TBL sesion that count toward their course grade.

The resources below give an overview of how TBL may work to enhance your course lectures.

Watch this video of Michaelsen describing the significance of different physical set-ups of teams

This video details TBL at University of Texas at Austin and is an excellent introduction to TBL

LITERATURE [click on the titles below to browse content]

Michaelsen, L.K., Watson, W.E., Cragin, J.P., and Fink, L.D. (1982) Team-based learning: A potential solution to the problems of large classes. Exchange: The Organizational Behavior Teaching Journal 7(4): 18-33. [Click here to request article]

Michaelsen, L. K. (2008). Team-based learning for health professions education: A guide to using small groups for improving learning. Sterling, Va: Stylus.

Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2002). Team-based learning: A transformative use of small groups. Westport, Conn: Praeger.

Koles, P G, Stolfi, A, Borges, N J, et al. (2010). The impact of team-based learning on medical students' academic performance. Academic medicine, 85(11), 1739-45.

Parmelee, D, & Michaelsen, L K. (2010). Team-based learning: it's here and it WORKS!. Academic medicine, 85(11), 1658-9.

Parmelee, D X, & Michaelsen, L K. (2010). Twelve tips for doing effective Team-Based Learning (TBL). Medical teacher, 32(2), 118-22.

Parmelee, D X, DeStephen, Dan, & Borges, N J. (2009). Medical students' attitudes about team-based learning in a pre-clinical curriculum. Medical education online, 14, 1-.

Click here for PUBMED RESULTS for a search on team-based learning

Team-Based Learning (Univ of British Columbia website) - http://teambasedlearning.apsc.ubc.ca/

Procedures Consult: an Online Resource to Brush Up on Clinical Skills Knowledge

"See one. Do one. Teach One…Made Better and Safer”. That’s the tagline of Procedures Consult, an online resource that is now available to you thanks to the UCSF Medical Center and the Library’s joint efforts to set up a subscription to this tool. This comprehensive and concise procedural reference tool details how to prepare for, perform and follow up on the most common medical procedures.

View a quick narrated overview tutorial below

Key features include:
· Videos and illustrations for each procedure
· Self-directed procedures training and testing with trackable results
· Pre-, During, and Post-procedure reference
· Procedural checklists and Universal protocols
· Billing codes for procedures

Additional educational benefits:
· Highlights when patient "informed consent" is required
· Reinforces Joint Commission patient safety concepts
· Conforms to ACGME and ABMS (American Board of Internal Medicine) standards

Helpful ways to browse the content from the Procedures Consult homepage are to: (a) look under the Procedures by specialty listed in the left menu bar (b) type a specific procedure into the search box, or (c) select a particular region on the illustration of the human body.

Below is an example of what a procedures listing contains. Go to http://tinyurl.com/pconsult to view a short narrated video tutorial on how to navigate Procedures Consult.

CLICK ON THE IMAGE BELOW TO SEE LARGER VIEW

Options of where to access Procedures Consult:

- Listed under the Popular Resources section on the Library’s homepage
- Download the Clinician’s Toolbar to your browser for a one click link to Procedures Consult

How to access this resource on your mobile device:
- Go to m.proceduresconsult.com *
- Also check out the UCSF mobile page at m.ucsf.edu developed by the Library

Top Reasons to use Procedures Consult:

(1) Clear and concise information about how to perform major medical procedures

(2) Excellent self-review of information you need to know for critical clinical skills training

(3) Ideal teaching tool to offer residents, students, and other medical trainees that allows them to track their learning via self-paced tests

* Setting up mobile access: first go to Procedures Consult - the web resource (http://app.proceduresconsult.com/Learner/Default.aspx) - (NOTE: you must sign into VPN first, if you're accessing this off-campus). In the upper right of their page, click on the "Sign-in" link. Create your account there. That should be what you use to log into on your mobile device when you go to m.proceduresconsult.com.

Use RefGrab-It to Download your PubMed Results

If you've used a citation software, like RefWorks, you know that it takes a few steps to get a citation from PubMed into your citation software. It's a multi-step process that requires saving your citations in PubMed first as a text file before importing into RefWorks or EndNote.

Click this link to see this traditional method.

BUT if you have a RefWorks account, you can actually use the RefGrab-It feature to capture citations in PubMed. This allows you to completely by-pass the traditional method of saving a text file before importing.

You can do this one citation at a time, or as I prefer, if you have several citations, send them to the Clipboard in PubMed and then use RefGrab-It to import into RefWorks.

Watch this narrated video to see how.

RefGrab-It to Cite Information from the Web

So, you've found an article or book that would be perfect to cite in your research. What's a fast and easy way to capture and create a citation from that website?

Here's an idea:

The citation management software, RefWorks, has a RefGrab-It feature that allows you to import information from any website into RefWorks.

Downloading RefGrab-It bookmarklet to your browser:

(1) Go to https://refworks.com/Refworks/newuser.asp to set up a new account if do not already have one. [If off-campus, log into VPN and Network Connect first; RefWorks is free to UCSF users because the Library has a site licence.]

(2) Go to http://www.refworks.com/refworks/BookMarklet.asp to download the bookmarklet


Watch this video showing how to use the RefGrab-It tool to easily import the web citation into your RefWorks account.

Calculate free mobile app

Calculate is a free app from QxMD. It is a decision support tool that has over 150 clinical calculators. It is available for the iPhone, iPod Touch, BlackBerry, and Android.

The app is an upgrade and integration of the other QxMD's apps for Cardio Calc, Neph Calc, GI Calc, Heme Calc and Pregnancy Wheel.

User feedback is very high for this app. Check it out for yourself!

Watch this non-narrated quick tour:

Google Scholar: How to Re-Sort Results by Date

You may have noticed that when you run a search in Google Scholar (http://scholar.google.com), the top result is NOT necessarily the most recent publication on your search topic.

As with any result of a regular Google search, the top listing is the most linked-to page on the Internet on your topic. Thus, the top result is based more on popularity on the Web rather than on accuracy or complete relevance to your original search.

It's quite straight-forward on how to re-sort your Google Scholar results. In the light-green bar above your Google Scholar search results, select the arrow next to the "anytime" box. Choose the date you'd like the results to go back to.

To make sure you have a much more thorough list of results, make sure to search a complimentary database, such as PubMed, that always ranks its results by most relevant and most recent at the top.

PubMed Quick Tip #14: Creating a Permanent Link to Search Results

Let's say you want to generate a URL to get you straight to a set of PubMed results from a search you ran. Why would this be useful?

- Instead of telling someone to copy and paste a search phrase you searched in PubMed, you can provide them a direct link to the results

- You want to have a link, to say all the papers you've published that are in PubMed, available on a personal or departmental website

Here's how you can create a permanent link to your PubMed results:

(1) Run your search in PubMed

(2) On the results page, scroll down to the lower part of the right-hand margin, and select the See more... link under the Search details section

(3) Select the URL button

(4) Copy and paste the URL that appears at the top of your browser screen

EXTRA TIP:
Since the URL generated is rather long, you can shorten it, if you like, before you send it to someone, by using a tool that will generate a shorter URL (for example tinyurl.com)