Preparing for Clerkships: Learning to Deliver Specialty-Specific Oral Presentations

Daniel, Michelle; Heney, Ryan; Kwan, Brian; Mannino, Courtney; Williams, Claire; Macdonald, Kelly T.; Williams, John; Reardon, Juliann L.; Resnick-Ault, Daniel; Schaetzel-Hill, Terra; Cormier, Justine; Schwede, Matthew; Sangal, Rohit B.; Dalal, Rahul S.; George, Paul; Sutton, Elizabeth

doi:10.15766/mep_2374-8265.10261

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“…The importance of the case presentation is emphasized by its inclusion as the sixth of the Association of American Medical Colleges thirteen Core Entrustable Professional Activities (EPAs) for entering residency: ‘The day 1 resident should be able to concisely present a summary of a clinical encounter to one or more members of the healthcare team in order to achieve a shared understanding of the patient’s current condition’ [ 1 ]. Ideally, development of this complex skill occurs longitudinally, beginning in the preclinical years and continuing throughout clinical rotations, yet few longitudinal curricula to teach case presentations have been described [ 2 , 3 ].…”

Section: Introductionmentioning

confidence: 99%

Applying four-component instructional design to develop a case presentation curriculum

et al. 2018

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Medical students must gain proficiency with the complex skill of case presentations, yet current approaches to instruction are fragmented and often informal, resulting in suboptimal transfer of this skill into clinical practice. Whole task approaches to learning have been proposed to teach complex skill development. The authors describe a longitudinal case presentation curriculum developed using a whole task approach known as four-component instructional design (4-C/ID). 4‑C/ID is based on cognitive psychology theory, and carefully attends to titrating a learner’s cognitive load, aiming to always keep students in their zone of proximal development. A multi-institutional group of medical educators convened to develop expert consensus regarding case presentation instruction using the 4‑C/ID model. A curriculum consisting of 1) learning tasks, 2) supportive information, 3) just-in-time information, and 4) part-task practice was developed. Domains were identified that make the task of delivering a case presentation complex. A simplifying conditions approach was applied to each domain to develop sequential task class descriptions. Examples of the four components are given to facilitate understanding of the 4‑C/ID model, making it more accessible to medical educators. Applying 4‑C/ID to curriculum development for the complex skill of case presentation delivery may optimize instruction. The provision of the complete curricular outline may facilitate transfer and implementation of this case presentation curriculum, as well as foster the application of 4‑C/ID to other complex skill development in medical education.Electronic supplementary materialThe online version of this article (10.1007/s40037-018-0443-8) contains supplementary material, which is available to authorized users.

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Section: Introductionmentioning

confidence: 99%

Applying four-component instructional design to develop a case presentation curriculum

et al. 2018

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Preparing for Clerkships: Learning to Deliver Specialty-Specific Oral Presentations

Cited by 1 publication

References 11 publications

Applying four-component instructional design to develop a case presentation curriculum

Applying four-component instructional design to develop a case presentation curriculum

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Preparing for Clerkships: Learning to Deliver Specialty-Specific Oral Presentations

Cited by 1 publication

References 11 publications

Applying four-component instructional design to develop a&nbsp;case presentation curriculum

Applying four-component instructional design to develop a&nbsp;case presentation curriculum

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Applying four-component instructional design to develop a case presentation curriculum

Applying four-component instructional design to develop a case presentation curriculum