Adding courses to the undegrad degree and other ideas

Pierpaolo Palmieri peterpeds at YAHOO.COM
Fri Jan 31 19:49:11 UTC 2014


With regard to curriculum changes that incorporate a clinical reasoning block, what instruments are available (and validated) to test for clinical reasoning so that before and after intervention assessments can be made on students?
What is the appropriateness, ease of use and feasibility of using the following instruments to test medical student clinical reasoning:

Script Concordance Test?
Health Science Reasoning Test?
Diagnostic Thinking Inventory?

I thank you in advance for any suggestions or insights.

Peter Palmieri, M.D., M.B.A.




On Monday, January 6, 2014 8:29 PM, Vic Nicholls <nichollsvi2 at GMAIL.COM> wrote:
  
> The other option is, is there a way to add some of the courses to the 
> undergrad degree? Also, since what we're talking about is a 
> communications class, is there a way to have a combined 
> communications/interview class for medical students? I'm not sure that 
> the one we have now works as well as it could.
>
> I know, you've seen one medical school, you've seen one medical school.
>
> Thanks for all the thoughts!
>
> Victoria
>
> On 1/6/2014 8:27 PM, Nonie Leonidas wrote:
>
> > Below is my proposal to our Dean of College of Medicine at University
>
> > of the Philippines for consideration:
>
> >
>
> > In the coming 10 to 15 years, most medical students will attend lesser
>
> > lecture based teaching program. Instead, after the first year of core
>
> > lectures and demonstrations, they will be shadowing residents,
>
> > fellows, or consultants of their choice for two to three years until
>
> > they graduate. It will be like a “mini-residency” program of their 
> design.
>
> >
>
> >
>
> > Their board examinations will not be based on multiple choice format
>
> > of the 20th century. Their test will mostly be oral examinations or
>
> > actual patients interview and diagnosis about their area of study. Or
>
> > it will be a simulated computerized patient encounter. Just like what
>
> > pilots do in their simulators in a cockpit.
>
> >
>
> >
>
> > Because of the avalance of information and abundance of
>
> > randomized-controlled trial studies, traditional teaching methods will
>
> > not be able to cope with the transfer of these new information.
>
> >
>
> >
>
> > Instead, students will learn to do “Just-In-Time” information
>
> > managment. Suppose a student is seeing a patient with “wheezing,” with
>
> > a few taps and swipe in a iPad or tablet, she or he can easily look at
>
> > the differential diagnosis, pertinent questions to ask, phyical
>
> > findings to look for, and treatment. There will be even videos of how
>
> > to listen for wheezing and how it sounds like as well as the clinical
>
> > appearance of a patient with respiratory distress showing the
>
> > retraction of the inter-costal ribs correlated with the O2 saturation.
>
> > The video will feature also how the treatment is done and the recovery
>
> > of the patient. At the end of the video are the references and links
>
> > in the internet and tips how to reduce medical errors in the diagnosis
>
> > and management.
>
> >
>
> >
>
> > Why is this new format of learning coming to replace the traditional
>
> > spoon feeding of canned information? Because of rapid applications of
>
> > technology, apps, and new cognitive research findings, faculties of
>
> > medical schools will learn soon that their student are happier and
>
> > smarter if less traditional teaching are used. Instead, their students
>
> > will be given more freedom to study what is interesting and fun for
>
> > them, and not what professors want to talk about.
>
> >
>
> >
>
> > This New educational format might come sooner than you think.
>
> >
>
> >
>
> > Leonardo L. Leonidas, MD
>
> >
>
> > Assistant Clinical Professor in Pediatrics (retired 2008)
>
> >
>
> > Distinguished Career Teaching Award, 2009
>
> >
>
> > Tufts University School of Medicine, Boston, USA
>
>

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