A presentation of the results of a research study by Brighton & Sussex Medical School on the use of podcasts to help medical students learn clinical reasoning
This document outlines the intended use and structure of clinical debriefing sessions for medical students. The goals are to use debriefing to provide teaching, learning, and assessment; enhance reflective practice; and facilitate two-way feedback. Sessions typically involve groups of 8 students presenting and discussing patient cases over 2.5 hours. They aim to develop students' presentation, examination, and record keeping skills while discussing ethical issues and preparing for assessments. The document provides examples of structuring debriefing sessions around margin hypothesis generation, physical examination findings, and determining the best diagnostic test.
The document discusses using clinical debriefing sessions to provide teaching, learning, and assessment for medical students. The sessions aim to help students learn from their own and peers' clinical experiences, develop skills, and discuss ethical issues. They involve case presentations, discussions, and feedback. Students found the sessions useful for interactively applying their knowledge and learning from each other in a way that simulates real-life practice. Tutors saw the sessions as supporting deeper learning from experiences, different perspectives, and correcting misconceptions.
The document provides information about conducting nursing research and evidence-based practice. It discusses key topics such as the importance of research for nurses, different types of research, overcoming challenges in doing research, and communicating research findings. The document aims to help nurses better understand research methods and utilization of evidence to improve patient care.
Enhancing learning in the lecture theatre and beyondSimon Lancaster
This document discusses techniques for enhancing learning in lectures and beyond, including screencasts, vignettes, and flipping lectures. It addresses creating screencasts and vignettes, having students create and present vignettes, and a model for flipping lectures where students watch a prerecorded lecture before an interactive session. The document also discusses polling students, peer instruction techniques, and getting student and faculty buy-in for new teaching practices.
The document discusses what makes an effective or ineffective presentation. It lists several factors that contribute to an effective presentation including having knowledge of the subject matter, confidence, clear structure, natural delivery, rehearsal, and engaging the audience with questions. Ineffective presentations are said to include being poorly prepared, nervous delivery, complex language, hiding behind slides, and not engaging the audience. It also discusses using fears and nerves to your advantage by being well prepared.
Preparing for your viva voce dissertation defence.The Free School
The document provides 12 tips for preparing for and passing a PhD viva voce exam. It recommends practicing your presentation for a mock audience, researching your examiners, having a clear structure for your presentation, anticipating difficult questions, and revisiting feedback on your thesis. Additionally, it suggests arriving well-prepared with an expert-level understanding of your thesis, maintaining confidence even if you don't know an answer, and dressing professionally. The overall goal is to demonstrate expertise in your research area and pass the oral defense of your dissertation.
The document describes the One Minute Preceptor (OMP) model of clinical teaching. It discusses:
- The OMP model uses 5 microskills: get a learner's commitment, probe for supporting evidence, teach general rules, reinforce what was done right, and correct errors.
- The first three microskills assess the learner's knowledge and reasoning. The last two provide tailored instruction by reinforcing correct behaviors and correcting mistakes.
- Using OMP keeps clinical teaching brief, focused, and effective while not prolonging encounters. It helps preceptors evaluate learners and provides specific feedback to motivate improvement.
Going online to enhance fact to face april 2014Simon Lancaster
This document discusses strategies for enhancing face-to-face teaching through online resources. It describes creating screencasts and short video segments called vignettes to supplement lectures. Students found vignettes to be useful revision tools. The document also discusses flipping lectures by having students watch screencasts before class, then using class time for interactive activities. Survey results found students felt more engaged with flipped lectures. Overall, the document advocates for blending online and face-to-face teaching through strategies like screencasts, vignettes and lecture flipping to improve learning outcomes.
This document outlines the intended use and structure of clinical debriefing sessions for medical students. The goals are to use debriefing to provide teaching, learning, and assessment; enhance reflective practice; and facilitate two-way feedback. Sessions typically involve groups of 8 students presenting and discussing patient cases over 2.5 hours. They aim to develop students' presentation, examination, and record keeping skills while discussing ethical issues and preparing for assessments. The document provides examples of structuring debriefing sessions around margin hypothesis generation, physical examination findings, and determining the best diagnostic test.
The document discusses using clinical debriefing sessions to provide teaching, learning, and assessment for medical students. The sessions aim to help students learn from their own and peers' clinical experiences, develop skills, and discuss ethical issues. They involve case presentations, discussions, and feedback. Students found the sessions useful for interactively applying their knowledge and learning from each other in a way that simulates real-life practice. Tutors saw the sessions as supporting deeper learning from experiences, different perspectives, and correcting misconceptions.
The document provides information about conducting nursing research and evidence-based practice. It discusses key topics such as the importance of research for nurses, different types of research, overcoming challenges in doing research, and communicating research findings. The document aims to help nurses better understand research methods and utilization of evidence to improve patient care.
Enhancing learning in the lecture theatre and beyondSimon Lancaster
This document discusses techniques for enhancing learning in lectures and beyond, including screencasts, vignettes, and flipping lectures. It addresses creating screencasts and vignettes, having students create and present vignettes, and a model for flipping lectures where students watch a prerecorded lecture before an interactive session. The document also discusses polling students, peer instruction techniques, and getting student and faculty buy-in for new teaching practices.
The document discusses what makes an effective or ineffective presentation. It lists several factors that contribute to an effective presentation including having knowledge of the subject matter, confidence, clear structure, natural delivery, rehearsal, and engaging the audience with questions. Ineffective presentations are said to include being poorly prepared, nervous delivery, complex language, hiding behind slides, and not engaging the audience. It also discusses using fears and nerves to your advantage by being well prepared.
Preparing for your viva voce dissertation defence.The Free School
The document provides 12 tips for preparing for and passing a PhD viva voce exam. It recommends practicing your presentation for a mock audience, researching your examiners, having a clear structure for your presentation, anticipating difficult questions, and revisiting feedback on your thesis. Additionally, it suggests arriving well-prepared with an expert-level understanding of your thesis, maintaining confidence even if you don't know an answer, and dressing professionally. The overall goal is to demonstrate expertise in your research area and pass the oral defense of your dissertation.
The document describes the One Minute Preceptor (OMP) model of clinical teaching. It discusses:
- The OMP model uses 5 microskills: get a learner's commitment, probe for supporting evidence, teach general rules, reinforce what was done right, and correct errors.
- The first three microskills assess the learner's knowledge and reasoning. The last two provide tailored instruction by reinforcing correct behaviors and correcting mistakes.
- Using OMP keeps clinical teaching brief, focused, and effective while not prolonging encounters. It helps preceptors evaluate learners and provides specific feedback to motivate improvement.
Going online to enhance fact to face april 2014Simon Lancaster
This document discusses strategies for enhancing face-to-face teaching through online resources. It describes creating screencasts and short video segments called vignettes to supplement lectures. Students found vignettes to be useful revision tools. The document also discusses flipping lectures by having students watch screencasts before class, then using class time for interactive activities. Survey results found students felt more engaged with flipped lectures. Overall, the document advocates for blending online and face-to-face teaching through strategies like screencasts, vignettes and lecture flipping to improve learning outcomes.
How to Write a Research Proposal-12-12-11 [Autosaved].pptssuserca0ec4
This document provides guidance on writing a research proposal. It outlines the key elements that should be included such as the background and significance of the research problem, research question/aim, methods, timeline, and common pitfalls to avoid. The methods section should describe the study design, sample and sample size, setting, protocol, and data analysis plan in sufficient detail that others could replicate the study. The proposal allows others to evaluate the quality of the planned research and makes decisions about funding and ethical approvals.
This document provides guidance on developing effective case studies for teaching in medical education. It discusses what makes a good case, such as using real-life stories and problems to illustrate complexities. It also offers tips for facilitating case study discussions, such as providing an overview of the case, creating an analytic framework, and using questions to engage students. The document emphasizes allowing students to guide the discussion and provides strategies for managing challenges that may arise.
Ashley Scarborough of the California STD/HIV Prevention Training Center, describes the development of a tablet-based risk assessment app built for STD/HIV providers to improve STD screening rates. Presented at YTH Live 2014 session "Apps for Sexual Health: Lessons Learned in Development."
The document discusses test taking skills and strategies for preparing for certification exams. It recommends developing knowledge of the exam content using various study methods like flashcards and practice tests. Test taking skills include understanding multiple choice questions by reading the full question, identifying keywords, and using strategies like process of elimination to select the best answer. Exam performance depends most on knowledge base, then test taking skills, then personal factors.
Effectively communicating your research: From elevator talks to job interview...SERC at Carleton College
This document summarizes a webinar about effectively communicating research through elevator talks and job interview presentations. It provides tips for developing the content and delivery of elevator talks, including keeping them to 30-60 seconds, focusing on what excites you about your research and why it's important, and practicing for different audiences. For job talks, it suggests focusing on one research project, crafting an engaging introduction and conclusion, using clear explanations and visuals, and preparing for questions. The webinar concludes with a question and answer session and announcements of future webinars.
Clinical debriefing involves using case presentations and discussions to help students learn from clinical experiences. Students work in small groups to discuss cases, generate hypotheses, decide on exam findings and the best initial test. This allows students to apply their knowledge, get feedback, and learn from each other's perspectives. Clinical debriefing may help address gaps in understanding from clinical placements and stimulate deeper learning through interactive discussion of cases.
1. The document discusses using podcasts or in-person meetings with students and service users to teach communication skills as part of a health professions course.
2. Podcasts allow all students access to interviews and can be designed for active learning, but in-person meetings provide a more realistic experience through interaction and emotion.
3. Student feedback indicated they found the in-person service user session more helpful to understand how communication affects patients, though podcasts were also useful learning tools.
The document provides guidance on communicating food policy research. It emphasizes that good research alone is insufficient and must be communicated to have impact. It discusses core values of research including accuracy and integrity. It outlines basic principles of communication including identifying the intended audience and main messages. It provides tips on reaching policymakers, donors, and researchers through various channels and exercises for developing tailored communication strategies.
An Essay About Abortion. Essay For AbortionRocio Garcia
≫ Legalization of Abortion Free Essay Sample on Samploon.com. Questions surface as states pass abortion laws. Abortion and Its Issues - Free Essay Example | PapersOwl.com. Reading: Legalized Abortion and the Public Health: Report of a Study .... Essay Writer for All Kinds of Papers - good thesis statement for being .... Abortion Ethics Essays – jaqaqozuq. People against abortion essays - writinggroups319.web.fc2.com. Research essay on abortion. Abortion Essay Writing Guide with Examples | HandMadeWriting. Trump pushes anti-abortion agenda to build culture that 'cherishes innocent life'. Abortion Essay - Document in A Level and IB Religious Studies. Why Abortion Should Be Legalized: Argumentative Essay: [Essay Example .... School essay: Pro abortion essay. Essay For Abortion. abortion intro paragraph. Abortion Essay - GCSE Religious Studies (Philosophy & Ethics) - Marked .... The majority of Americans support abortion access.. Abortion Arguement - GCSE Religious Studies (Philosophy & Ethics .... Abortion Essay Word Document copy 2 - To what extent are you satisfied .... Online Essay Help | amazonia.fiocruz.br. Write my essay - discursive essay for and against abortion - 2017/10/10. Abortion essays against - writefiction581.web.fc2.com. I had an abortion. Why is none of your business. - The Washington Post. Abortion laws: How different states use 'heartbeat' bills, Roe v. Wade. Abortion Should Be Legal Essay.
Context matters in the practice of interpreting but too often the complexities and implications of context are not adequately defined in interpreter training. Instead, learning about the many and varied contexts that interpreters are called into is left to on-the-job experience.
Over the last twenty years, Robyn Dean and Robert Pollard have offered practitioners, educators, and trainers ways to identify and talk about the interpreting context and how to more effectively prepare interpreters for working in those contexts. Much of that work has been devoted to the contexts of medical and mental health.
This presentation explains how medical interpreting educators can help to not only define context but teach it and assess practitioners’ ability to understand and apply it in professional practice. As medical education has worked to improve the clinical skills of providers so too should medical interpreter education. This can happen by bringing interpreter practitioners incrementally closer to the medical contexts, that is to improve and assess their clinical skills.
This document provides instructions for an assignment on a pathophysiology disease essay. It includes directions on selecting a disease to discuss, describing the disease's incidence and pathophysiology. It also provides guidance on analyzing key recommendations from a clinical practice guideline on the disease, including the recommendation's evidence strength. The document outlines formatting and citation guidelines and policies on late assignments.
This document discusses the concept of "learning on the fly" for physicians and surgeons. It notes that lifelong learning is important but difficult to achieve given busy practice schedules. It proposes that a significant amount of unintended and opportunistic learning occurs through everyday work routines like operating, consulting in the ER, and discussions with colleagues. Effective strategies for learning on the fly include capturing questions as they arise, determining what to research further, sharing experiences with others, and applying new learnings to improve practice. The document also discusses challenges and opportunities of using internet resources for on-the-fly learning.
Unpacking Nutrition Research and being an effective Science CommunicatorTim Crowe
Understand what can make nutrition research confusing in the conclusions it reaches and appreciate the key questions to ask when critiquing a research study. Then discover the principles of clear and effective science communication and how to maintain credibility and engage people in different ways on social media,
This document provides guidance on preparing and presenting at conferences. It discusses how to choose a conference, write an abstract, structure a presentation, deal with feedback, and present posters. The document emphasizes keeping presentations brief and simple, using visuals appropriately, being well prepared, and engaging the audience with questions. Effective presentation requires practice and learning from feedback to improve communication skills.
The document provides guidance on developing and delivering effective presentations. It discusses creating presentations tailored to the audience, using visual aids, rehearsing, and tips for reducing nervousness and engaging the audience. Sample presentations are provided to demonstrate outlines, visual aids, handouts, and receiving feedback to improve.
The document provides guidance on developing and delivering effective presentations. It discusses the importance of understanding the audience, developing clear content and structure, using visual aids appropriately, rehearsing, and engaging the audience through confident delivery. Tips are provided for overcoming nervousness and common mistakes to avoid. Participants will practice developing and delivering a short presentation on their own research or organization.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Write a Research Proposal-12-12-11 [Autosaved].pptssuserca0ec4
This document provides guidance on writing a research proposal. It outlines the key elements that should be included such as the background and significance of the research problem, research question/aim, methods, timeline, and common pitfalls to avoid. The methods section should describe the study design, sample and sample size, setting, protocol, and data analysis plan in sufficient detail that others could replicate the study. The proposal allows others to evaluate the quality of the planned research and makes decisions about funding and ethical approvals.
This document provides guidance on developing effective case studies for teaching in medical education. It discusses what makes a good case, such as using real-life stories and problems to illustrate complexities. It also offers tips for facilitating case study discussions, such as providing an overview of the case, creating an analytic framework, and using questions to engage students. The document emphasizes allowing students to guide the discussion and provides strategies for managing challenges that may arise.
Ashley Scarborough of the California STD/HIV Prevention Training Center, describes the development of a tablet-based risk assessment app built for STD/HIV providers to improve STD screening rates. Presented at YTH Live 2014 session "Apps for Sexual Health: Lessons Learned in Development."
The document discusses test taking skills and strategies for preparing for certification exams. It recommends developing knowledge of the exam content using various study methods like flashcards and practice tests. Test taking skills include understanding multiple choice questions by reading the full question, identifying keywords, and using strategies like process of elimination to select the best answer. Exam performance depends most on knowledge base, then test taking skills, then personal factors.
Effectively communicating your research: From elevator talks to job interview...SERC at Carleton College
This document summarizes a webinar about effectively communicating research through elevator talks and job interview presentations. It provides tips for developing the content and delivery of elevator talks, including keeping them to 30-60 seconds, focusing on what excites you about your research and why it's important, and practicing for different audiences. For job talks, it suggests focusing on one research project, crafting an engaging introduction and conclusion, using clear explanations and visuals, and preparing for questions. The webinar concludes with a question and answer session and announcements of future webinars.
Clinical debriefing involves using case presentations and discussions to help students learn from clinical experiences. Students work in small groups to discuss cases, generate hypotheses, decide on exam findings and the best initial test. This allows students to apply their knowledge, get feedback, and learn from each other's perspectives. Clinical debriefing may help address gaps in understanding from clinical placements and stimulate deeper learning through interactive discussion of cases.
1. The document discusses using podcasts or in-person meetings with students and service users to teach communication skills as part of a health professions course.
2. Podcasts allow all students access to interviews and can be designed for active learning, but in-person meetings provide a more realistic experience through interaction and emotion.
3. Student feedback indicated they found the in-person service user session more helpful to understand how communication affects patients, though podcasts were also useful learning tools.
The document provides guidance on communicating food policy research. It emphasizes that good research alone is insufficient and must be communicated to have impact. It discusses core values of research including accuracy and integrity. It outlines basic principles of communication including identifying the intended audience and main messages. It provides tips on reaching policymakers, donors, and researchers through various channels and exercises for developing tailored communication strategies.
An Essay About Abortion. Essay For AbortionRocio Garcia
≫ Legalization of Abortion Free Essay Sample on Samploon.com. Questions surface as states pass abortion laws. Abortion and Its Issues - Free Essay Example | PapersOwl.com. Reading: Legalized Abortion and the Public Health: Report of a Study .... Essay Writer for All Kinds of Papers - good thesis statement for being .... Abortion Ethics Essays – jaqaqozuq. People against abortion essays - writinggroups319.web.fc2.com. Research essay on abortion. Abortion Essay Writing Guide with Examples | HandMadeWriting. Trump pushes anti-abortion agenda to build culture that 'cherishes innocent life'. Abortion Essay - Document in A Level and IB Religious Studies. Why Abortion Should Be Legalized: Argumentative Essay: [Essay Example .... School essay: Pro abortion essay. Essay For Abortion. abortion intro paragraph. Abortion Essay - GCSE Religious Studies (Philosophy & Ethics) - Marked .... The majority of Americans support abortion access.. Abortion Arguement - GCSE Religious Studies (Philosophy & Ethics .... Abortion Essay Word Document copy 2 - To what extent are you satisfied .... Online Essay Help | amazonia.fiocruz.br. Write my essay - discursive essay for and against abortion - 2017/10/10. Abortion essays against - writefiction581.web.fc2.com. I had an abortion. Why is none of your business. - The Washington Post. Abortion laws: How different states use 'heartbeat' bills, Roe v. Wade. Abortion Should Be Legal Essay.
Context matters in the practice of interpreting but too often the complexities and implications of context are not adequately defined in interpreter training. Instead, learning about the many and varied contexts that interpreters are called into is left to on-the-job experience.
Over the last twenty years, Robyn Dean and Robert Pollard have offered practitioners, educators, and trainers ways to identify and talk about the interpreting context and how to more effectively prepare interpreters for working in those contexts. Much of that work has been devoted to the contexts of medical and mental health.
This presentation explains how medical interpreting educators can help to not only define context but teach it and assess practitioners’ ability to understand and apply it in professional practice. As medical education has worked to improve the clinical skills of providers so too should medical interpreter education. This can happen by bringing interpreter practitioners incrementally closer to the medical contexts, that is to improve and assess their clinical skills.
This document provides instructions for an assignment on a pathophysiology disease essay. It includes directions on selecting a disease to discuss, describing the disease's incidence and pathophysiology. It also provides guidance on analyzing key recommendations from a clinical practice guideline on the disease, including the recommendation's evidence strength. The document outlines formatting and citation guidelines and policies on late assignments.
This document discusses the concept of "learning on the fly" for physicians and surgeons. It notes that lifelong learning is important but difficult to achieve given busy practice schedules. It proposes that a significant amount of unintended and opportunistic learning occurs through everyday work routines like operating, consulting in the ER, and discussions with colleagues. Effective strategies for learning on the fly include capturing questions as they arise, determining what to research further, sharing experiences with others, and applying new learnings to improve practice. The document also discusses challenges and opportunities of using internet resources for on-the-fly learning.
Unpacking Nutrition Research and being an effective Science CommunicatorTim Crowe
Understand what can make nutrition research confusing in the conclusions it reaches and appreciate the key questions to ask when critiquing a research study. Then discover the principles of clear and effective science communication and how to maintain credibility and engage people in different ways on social media,
This document provides guidance on preparing and presenting at conferences. It discusses how to choose a conference, write an abstract, structure a presentation, deal with feedback, and present posters. The document emphasizes keeping presentations brief and simple, using visuals appropriately, being well prepared, and engaging the audience with questions. Effective presentation requires practice and learning from feedback to improve communication skills.
The document provides guidance on developing and delivering effective presentations. It discusses creating presentations tailored to the audience, using visual aids, rehearsing, and tips for reducing nervousness and engaging the audience. Sample presentations are provided to demonstrate outlines, visual aids, handouts, and receiving feedback to improve.
The document provides guidance on developing and delivering effective presentations. It discusses the importance of understanding the audience, developing clear content and structure, using visual aids appropriately, rehearsing, and engaging the audience through confident delivery. Tips are provided for overcoming nervousness and common mistakes to avoid. Participants will practice developing and delivering a short presentation on their own research or organization.
Similar to ClinicalCasesPod: Do medical students tune in to a case-based podcast series to help them learn clinical reasoning? (20)
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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ClinicalCasesPod: Do medical students tune in to a case-based podcast series to help them learn clinical reasoning?
1. R Phillips, E Davies, K Marchon
With M Okorie, S Akrimi, J Montgomery
Tim Vincent
t.r.vincent@bsms.ac.uk, @tim_vincent
Do medical students tune in to a
case-based podcast series to help
them learn clinical reasoning?
2. Clinical reasoning is a key professional skill…
Let’s go
straight to CT…Why? I thought it
was x-ray first…
I have no
idea what
this is!
...but exposing the ‘black box’ to novices is a challenge
3. Understand students’ use of podcasts
generally
Analyse their understanding of clinical
reasoning and how it is taught/learned
Assess whether a case-based podcasts
useful for learning clinical reasoning
(Exploring whether the use of podcasts
might support the transition from Final
Year student to foundation doctor)
6. Understanding use of podcasts generally
Variation in the use of podcasts; most for
entertainment, some for medical studiesSeveral times /wk
About once /wk
< once per month
Not at all
How often you listen to any podcasts?
All
Some
None
How many support your medical studies?
Podcasts for formal study need
more focus than general podcasts
How you listen to podcasts depends
on what you are aiming to gain, e.g.
pleasure vs. formal learning
7. Understanding of what clinical reasoning is
seems to be clear… …less confident on when/if it is ‘taught’
Analysis of understanding of clinical reasoning
Understand its relevance and
importance, especially for clinical
practice as opposed to for exams
The decision making
process in medicine
Justifying the decisions
you have made
Infrequently taught CR formally as
a distinct entity…minimal direct
teaching of CR
Variable…dependent
on teacher and time
Only start to apply it when
get to see own patients
Learn by observation, clinicians
explaining reasoning, assessments
such as CBDs
8. What was their experience of this podcast series?
14
2
Helpful
Not helpful
Three-part structure?
12
7
1
0
At home
Travelling
Between lectures
On placement
Where did you listen?
12
4
0
About right
Too long
Too short
15 min length of episode?
8
8
0
0
Always
Mostly
Occasionally
Not clear at all
How clear was clinical reasoning?
Easily accessible and
technologically sound
Accredited by the School
Could sound a bit ‘scripted’
10. Students felt that this format was most helpful during
clinical placement over revision for exams
11. How helpful are podcasts for learning
clinical reasoning?
Well received in general – most
participants would use podcasts in the
future
They provide a different learning modality
A strong call for more cases…
Result suggest a valuable role for podcast format for
clinical reasoning learning in certain contexts/modes
When CR podcasts are most effective
Most suitable in Year 3 then
higher years…useful at the start
of clinical rotations
Not so useful for exam
preparation or revision…they are
a learning supplement rather
than a revision tool
‘Podcasts were very useful for
learning clinical reasoning’
Useful in the transition period
between Finals and starting F1
but not during F1
12. How could we improve the ClinicalCasesPod?
Possibly a bit
‘leaner’ (shorten
breaks)
Some requests for
visual resource
alongside e.g.
transcript
But overwhelming
suggestion was for
more cases!
13. R Phillips, E Davies, K Marchon
With M Okorie, S Akrimi, J Montgomery
Tim Vincent
t.r.vincent@bsms.ac.uk, @tim_vincent
Thank you
14. References
Kassirer JP. Teaching clinical reasoning: case-based and coached. Acad Med. 2010 Jul:
Volume 85(7); 1118-1124
Schmidt HG, Mamede S. How to improve the teaching of clinical reasoning: a narrative
review and a proposal. Med Educ. 2015 Oct; 49(10): 961-73
Eva KW. What every teacher needs to know about clinical reasoning. Med Educ. 2005 Jan;
39(1): 98-106
Cho D, Cosimini M, Espinoza J. Podcasting in medical education: a review of the
literature. Korean J Med Educ. 2017 Dec; 29(4): 229-239
Editor's Notes
Creative Commons licence Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
Clinical reasoning is a key medical skill. Clinical reasoning is what “clinicians use to generate, test and verify diagnoses, assess the benefits and risks of tests and treatments”1
Exposing this clinical reasoning to trainees is a key part of learning but is challenging to achieve2,3
If students could hear examples of clinical reasoning in practice but explained, that might be helpful
Podcasts are becoming a widely accepted method of supporting learning4
Their role in facilitating the learning of clinical reasoning specifically is yet to be established
Understand their use of podcasts generally and for medical studies
Analyse medical students’ understanding of clinical reasoning
Assess whether the experience of listening to case-based podcasts highlighting clinical decision making is useful for learning
Exploring whether the use of podcasts might support the transition from Final Year student to foundation doctor
Three podcast episodes (15 mins each) were released to medical students in Years 3-5 (n=450) during clinical rotations December 29108 – March 2019)
Each one was based on a fictional hospital patient scenario being discussed between trainee and medical student, with the emphasis on why clinical decisions were made
Students were invited to complete an online questionnaire and attend a semi-structured interview
Thematic analysis of transcripts was undertaken
You can listen to the podcasts that are still available
Use of podcasts generally
19/450 survey responses
Majority Yr 3 & 5
Varied amongst participants
Of those who listened to podcasts regularly, use of medical podcasts also varied
Used general whilst completing other tasks; commonly commuting or doing chores
In order to get the most out of medical podcasts, including ours, needed more focus than general podcasts
How you listen to podcasts depends on what you are aiming to gain, e.g. pleasure vs. learning
Found using podcast apps on phone, and through apps like spotify
It was “quite clear” that the podcasts were trying to teach clinical reasoning
“We will have to do it [clinical reasoning] in practice so it’s useful to start doing it now”
“Better targeted to third years”
“less useful for knowledge-based exams”
“useful in context of transitioning to FY1”
“very easy to use”
“challenging and got you thinking but weren’t too much”
“similar situation to what we might get on the wards”
“[The podcasts] helped me think about cases in a different way”
Good/bad qualities of our podcasts; improvements
Easily accessible and technologically sound
Accredited by BSMS
Appropriate length; usefully divided into sections
Justified decisions clearly
Good explanation of terminology and detail
Could appear slightly scripted
This chart shows were they found it most useful. If you do a power calculation: clinical placement > preparation for Foundation > revision for exams
When to employ clinical reasoning podcasts
Good level for a third year; useful from third year onwards; useful supplemental revision tool for final year
Most suited to third years, but still useful for 4 & 5
Useful at the start of and during rotations as an insight to the types of things you might see/how to present on that rotation
Not so useful for exam preparation or revision; would continue to use podcasts as a supplement rather than revision
Good when you don’t want to have to read or need to multi-task
Useful In context of F1 transition – in the period between finals and starting F1 but not during F1
Are podcasts acceptable for learning, and specifically clinical reasoning
Different kind of learning
Useful adjunct to supplement learning
Would use podcasts in the future; Podcasts are a good idea in general
‘Podcasts very useful for learning clinical reasoning’
Useful as when listening to them know that you are focussing on clinical reasoning
Would listen to more presentations and different presenting complaints
Podcasts for wide variety of specialties particularly which aren’t taught well
It was “quite clear” that the podcasts were trying to teach clinical reasoning
“We will have to do it [clinical reasoning] in practice so it’s useful to start doing it now”
“Better targeted to third years”
“less useful for knowledge-based exams”
“useful in context of transitioning to FY1”
“very easy to use”
“challenging and got you thinking but weren’t too much”
“similar situation to what we might get on the wards”
“[The podcasts] helped me think about cases in a different way”
Whilst use of podcasts in general was varied, students were supportive of podcasts as a learning resource
Most students had an understanding of clinical reasoning as a concept but felt they had not been taught it explicitly; this may contrast with what course leads might perceive
These podcasts were clear in highlighting clinical reasoning and were better targeted to third years
The students identified these clinical reasoning podcasts were a useful adjunct to learning during the course and less so in a context of revision for written exams
The clinical reasoning podcasts were well received and there were requests for more to be developed on different presentations