Health Sciences Education Symposium
Presentation Format
Oral
Type of Activity
Innovation
Original Presentation Date
2018
Date of Submission
April 2018
Abstract/Short Description
The oral case presentation is a vital skill in clinical medicine. It not only serves the purpose of delivering clinical information but it also provides the platform in which providers explain diagnostic reasoning. Although it plays a central role in clinical care, the development and refinement of these communicative skills are often “trial and error” in medical training. This may lead to delayed acquisition in skill development which can impact the efficiency and effectiveness of patient care. The intent and purpose of the oral case presentation also has been shown to be incongruent among medical students and attendings, further dampening the effectiveness and the education value of this tool. Hence, we propose a new curriculum for internal medicine students rotating at the VA Medical Center. This is designed to improve the medical student’s oral presentation skills through interactive didactics and point of care feedback. Feedback will be provided via medical student peer-peer evaluations using a standard template identifying areas for improvement. Academic attendings will be educated to use the RIME model for oral presentation feedback to help student function more consistently at level of interpreter or higher.
References
Green EH, Durning SJ, DeCherrie L, Fagan MJ, Sharpe B, Hershman W. Expectations for oral case presentations fro clinical Clerks: opinions of internal medicine clerkship directors. J Gen Intern Med. 2009 Mar; 24(3):370-373 Dell M, Lewin L, Gigante J. What's the story? Expectations for oral case presentations. Pediatrics. 2011;130:1–4. Haber RJ, Lingard L. Learning oral presentation skills. J. Gen. Intern. Med. 2001;16:308–14. Williams D, Surakanti S. Developing Oral Case Presentations Skills: Peer and Self-Evaluations as Instructional Tools. Oschner Journal. 2016 Spring; 16:65-69
Rights
© The Author(s)
Is Part Of
VCU Medical Education Symposium
First Author Information
Patrick Fadden, MD, Academic Hospitalist, School of Medicine, Internal Medicine