Victor Billar, Acute Abdominal Pain

Akins, Ralitsa

doi:10.15766/mep_2374-8265.9118

Cited by 2 publications

(1 citation statement)

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“… 25 Mulligan and colleagues' SP-based learning activity involves evaluation of geriatric patients with weight loss; however, it is designed as an interprofessional team activity with team-oriented learning goals and practice using a specific screening tool rather than diagnostic reasoning. 26 Akins 27 and Krugler 28 have each published SP cases of acute abdominal pain representing acute cholecystitis intended for use with medical students. In both publications, an SP script and student performance evaluation form are included.…”

Section: Introductionmentioning

confidence: 99%

The GI Simulated Clinic: A Clinical Reasoning Exercise Supporting Medical Students' Basic and Clinical Science Integration

et al. 2020

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Introduction Cognitive integration is required to perform clinical decision-making tasks, even in the preclinical curriculum of medical school. Simulation supports students' cognitive integration by providing practical application of basic science knowledge in a relevant clinical context. To address the need for integrative activities in our curriculum, we implemented a simulated clinic exercise with cases representing gastrointestinal diseases for first-year medical students. Methods Basic science and clinical skills course directors collaborated to design this simulated clinic event, during which student small groups rotated through a series of standardized patient encounters. During each encounter, one student performed the history and physical exam, following which the small group collaboratively developed a prioritized differential diagnosis. Afterwards, the gastroenterology course director debriefed students to highlight key learning points. We collected learner evaluation data following the event. Results Two hundred eighty first-year medical students participated in the simulated clinic in 2018 and 2019. Students rated these events as effective for learning about clinical features of the diseases presented and for reinforcing skills learned in the clinical skills course. Students agreed that the small-group format, pace, and duration were appropriate and that the problem-solving aspect was intellectually stimulating. The most effective aspects were opportunities to solidify illness scripts, apply knowledge to solve a problem, and encounter diseases in a realistic clinical context. Discussion This simulated clinic model effectively supported preclinical students' basic and clinical science integration to complete diagnostic reasoning tasks for gastrointestinal gastrointestinal conditions and was evaluated favorably by learners.

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