developing case presentations for clinical training
Download
Skip this Video
Download Presentation
Developing Case Presentations For Clinical Training

Loading in 2 Seconds...

play fullscreen
1 / 31

Developing Case Presentations for Clinical Training PowerPoint - PowerPoint PPT Presentation


  • 665 Views
  • Uploaded on

Developing Case Presentations For Clinical Training Peter J. Katsufrakis, MD, MBA Keck School of Medicine Pacific AETC Objectives At the conclusion of this workshop, participants will be better able to: Describe benefits of using cases in teaching. Identify steps used in developing a case.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Developing Case Presentations for Clinical Training PowerPoint' - albert


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
developing case presentations for clinical training

Developing Case Presentations For Clinical Training

Peter J. Katsufrakis, MD, MBA

Keck School of Medicine

Pacific AETC

objectives
Objectives
  • At the conclusion of this workshop, participants will be better able to:
    • Describe benefits of using cases in teaching.
    • Identify steps used in developing a case.
    • Employ cases effectively in training health care providers.
rationale for case based training
Rationale for Case-based Training
  • Effective educational technology
  • Efficient use of trainee “down time”
  • Means to capture “great cases”
  • Supplement random clinical experience
  • Different focus than “grand rounds” cases
uses for cases
Uses for Cases
  • Independent study
  • Stimulus for informal discussion & teaching
  • Evaluation
    • Program
    • Learner
  • Formal didactic presentation
steps in case development
Steps in Case Development
  • Step 1: Identify goals & objectives.
  • Step 2: Describe the patient.
  • Step 3: Focus the learner on discrete clinical decision points.
  • Step 4: Present balanced, parallel, viable options.
  • Step 5: Analyze options; choose course of action.
  • Step 6: Introduce new information and proceed to next clinical decision point.

From: Developing Clinical Case Studies: A Guide for Teaching.

Eds:  Ann Downer, MS, EdD and Sue Swindells, MBBS

step 1 identify goals objectives
Step 1Identify Goals & Objectives
  • Characterize the audience
  • Characterize the audience’s learning needs
  • Describe specific objectives for the activity
step 2 describe the patient
Step 2Describe the patient
  • Provides opportunity (challenge!) to employ your creativity
  • Often helpful to draw on real patients
  • Beware HIPAA restrictions
steps 3 and 4
 Steps 3 and 4
  • Step 3: Focus the learner on discrete clinical decision points.
    • Present sufficient information to justify decision
  • Step 4: Present balanced, parallel, viable options.
    • Avoid identifying the answer by how you structure potential responses
step 6 build on case moving to next decision
Step 6: Build on Case, Moving to Next Decision
  • Introduce new information and proceed to next clinical decision point.
  • Process allows return to step 3
  • Multiple iterations cycle through steps 3 to 6.

Focus on

Clinical Decision

Provide New

Information

Present

Options

Select Course

Of Action

variant of steps 3 4 open ended question
Variant of Steps 3+4: Open-ended question
  • Example: “What would you do next?”
  • Appropriate for:
    • Smaller group
    • Scenario with several viable options
    • Promoting discussion and dissent
    • Group where individuals will interact
step 3 4 variant open ended question cont
Step 3+4 Variant: Open-ended question (cont.)
  • Requires that the facilitator:
    • Be knowledgeable enough to respond to the various possible responses.
    • Be skilled enough to draw out participation from the group.
    • Be able to balance, focus, and redirect individual members.
    • Be comfortable with less “control.”
modification of step 5 for the open ended question
Modification of Step 5 for the Open-ended Question
  • All options offered by participants should be addressed at least briefly
    • Rewards participants for voicing ideas
    • Provides feedback re: correctness of the response (for the clinical question being considered)
    • Provides feedback re: suitability of the response (for the purposes of the learning activity)
revisit step 1 learner assessment
Revisit Step 1: Learner Assessment
  • By what means can we assess learners?
    • Formal assessment of knowledge, attitudes, and/or behaviors prior to training session, e.g., written survey.
    • Ask organizer/inviter to characterize the audience.
learner assessment what else can we do
Learner Assessment: What Else Can We Do?
  • 2-3 brief, key questions asked of sample of participants (or representatives of participants)
    • Email
    • Telephone
  • On-the-spot assessment or verification of assumptions
learner assessment what do we need to know
Learner Assessment: What Do We Need to Know?
  • Content to include in assessment:
    • Educational training
    • Specialty, if applicable
    • Experience with HIV (years, no. patients)
    • Characteristics of care system (resources, colleagues)
    • Baseline understanding of proposed session content
revisit step 2 describe the patient
Revisit Step 2: Describe the Patient
  • What information is necessary, sufficient, or excessive?
  • May include:
    • Age
    • Sex
    • HIV status
    • Current symptoms
    • Pertinent medical history
    • Social history
    • PE and lab findings
describe the patient cont
Describe the Patient (cont.)
  • Need to provide sufficient information for an informed respondent to answer the question(s) posed
  • Limit information not needed to answer the question(s) posed
    • Inefficient if unnecessarily wordy
    • Distracts from intended educational message
  • Ultimately, a question of judgment
advice to avoid pitfalls
Advice to Avoid Pitfalls
  • Clarify definition of a “case”
  • Ensure cases link to objectives
  • Develop consistent process & format guidelines
  • Beware ambiguous questions & cases
  • Allow for changing treatment standards
  • Case approach may not be ideal for all training objectives
special challenges when teaching with cases
Special Challenges When Teaching With Cases
  • Converting didactic presentation into case format
  • Dealing with audience of very diverse backgrounds and educational needs
converting from didactic to case oriented teaching
Converting From Didactic to Case-oriented Teaching
  • Revisit your educational objectives
    • Are they truly suitable to the audience and goals?
    • Are there areas less well addressed that could be strengthened with a case presentation?
converting from didactic to case oriented teaching cont
Converting From Didactic to Case-oriented Teaching (cont.)
  • Look at existing content
    • Can it be organized readily around a single case, or series of brief vignettes?
    • Could cases provide effective brief introductions to existing didactic material?
converting from didactic to case oriented teaching cont25
Converting From Didactic to Case-oriented Teaching (cont.)
  • Look at your past successes & challenges
    • Have you (or audience members) previously inserted personal experiences and enhanced a presentation?
    • Might using cases engage your audience in “dry” material?
challenges of a diverse audience
Challenges of aDiverse Audience
  • Different training background
  • Different experiences
  • Different assumptions
  • Different expectations of training
benefiting from a diverse audience
Benefiting From a Diverse Audience
  • Brief self-introductions by all
  • Clarify expectations at outset
  • Design activities so all participate
  • Call on specific audience members
  • Pose “How would this be different if we were a . . . ?” questions, drawing on quiet audience members’ characteristics
audiovisual tools
Audiovisual Tools
  • Written cases
    • complete, lengthy narrative
    • brief, progressive disclosure
  • PowerPoint
    • linking to other content
    • “Jeopardy” presentation
audiovisual tools cont
Audiovisual Tools (cont.)
  • Audience response
    • Computer-based system
    • Colored index cards
    • Show of hands
  • Case authoring software, e.g., DxR Development Group, Inc.
summary
Summary
  • Using cases for clinical teaching can enhance training effectiveness
  • Following the steps described makes this complex task manageable
  • Incorporating cases into didactic presentations can revitalize existing material
acknowledgements
Acknowledgements
  • Ann Downer, MS, EdD and Sue Swindells, MBBS
  • Ann Khalsa, MD, MSEd
ad