ClinicalCasesPod: Do medical students tune in to a case-based podcast series to help them learn clinical reasoning?
•
0 gefällt mir•151 views
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
Empfohlen
Weitere ähnliche Inhalte
Ähnlich wie ClinicalCasesPod: Do medical students tune in to a case-based podcast series to help them learn clinical reasoning?
Ähnlich wie ClinicalCasesPod: Do medical students tune in to a case-based podcast series to help them learn clinical reasoning? (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
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)
- 4. 3x 15min ‘series’ Each in 5min chunks
- 5. https://anchor.fm/clinicalcasespod or your favourite podcast app
- 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’
- 9. Some usage statistics from AnchorFM
- 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
Hinweis der Redaktion
- 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
- Creative Commons licence Attribution-Non-Profit-Share-Alike