Clinical Decision Making (CDM) – SMD565

Total Contact Hours:

42 hours

Course Directors:

Marc A. Raslich, M.D., Associate Professor, Internal Medicine/Pediatrics

Course Description:

Much of the future practice of medicine depends upon physicians knowing how to search for, understand, and apply the evidence that underpins diagnostic process and therapy. This course has a number of learning activities in which the student retrieves, interprets through critical appraisal, and applies the results of scientific studies to determine the best course of action for a patient, whether a diagnostic procedure, a therapeutic intervention, or no intervention.


Learning Goals, Assessment, Practice, and Teaching and Learning Activities, and their Integration with the Institutional Educational Objectives:

What does our institution want our graduates to do?

If your students mastered the content of your course, what would they be able to do?
 

What will students need to do for them and others (peers, professors) to know whether they have achieved this specific learning goal?

How will students get the information they need to learn?

1.
Institutional Objectives

2.
Learning Goals

3.
Assessment
Activities (graded)

4.
Practice/Feedback Activities (non-graded)

5.
Teaching and Learning Activities

K1

C1, C2, C3

P1, P2, P3

Value the benefits of incorporating results from valid medical literature into clinical decision making for improving patient care and outcomes.

CATstone

ARS questions

TBL GAPP

Reflection exercise

Question and Answer sessions

Textbook readings

Supplemental Readings

Course Notepack

Live lectures

EBM Illustration Sessions

K1

C2

P1

Given a specific clinical scenario, develop answerable clinical questions based on individual informational and patient care needs.

CATstone

Exam

ARS questions

Muddy waters

Search worksheet

Question and Answer sessions

Textbook readings

Course Notepack

Live lectures

EBM Illustration Sessions

K1

C2

Confidently navigate with PubMed and other informational resources, locating evidence which answers diagnostic, therapeutic and prognostic clinical questions.

Search lab

Search project

CATstone

Exam

Search worksheet

Question and Answer sessions

Textbook readings

Course Notepack

Live lectures

EBM Illustration Sessions

K1

C1, C2, C3

P1, P2, P3

Analyze quantitative and qualitative research data calculating those values with the greatest impact on clinical decision making.

TBL IRAT/GRAT

CATstone

Exam

ARS questions

TBL GAPP

Statistic practice exercises

Muddy waters

Online Statistics Practice Modules

Diagnosis test exercise

Question and Answer sessions

Textbook readings

Course Notepack

Live lectures

Statistic practice sessions

Online statistics modules

Course and examination review

K1

C1, C2, C3

P1, P2, P3

Critically appraise diagnostic, therapeutic and prognostic research evidence examining its validity, importance and applicability to individual patient care.

TBL IRAT/GRAT

CATstone

Exam

Term 1

ARS questions

Critical Appraisal Exercise

TBL GAPP

Muddy waters

Question and Answer sessions

Textbook readings

Live lectures

EBM Illustration Sessions

Critical appraisal discussions

Course and examination review

K1

C1, C2, C3

P1, P2, P3

Given clinical research results, develop clear explanations to improve communication with both colleagues and patients.

CATstone

ARS questions

TBL GAPP

Reflection exercise

Question and Answer sessions

Live lectures

EBM Illustration Sessions

Critical appraisal discussions

K1

P1, P2,

Given a clinical vignette, construct focused summaries of research evidence describing individual episodes of evidence-based learning.

CATstone

Group evaluation of completed appraised topic

EBM Illustration Sessions

Critical appraisal discussions

Course and examination review

 

K1

C1, C2, C3

P1, P2, P3

Collaborate effectively with colleagues determining the best course of action in applying clinical evidence to the care of an individual patient.

TBL IRAT/GRAT

CATstone

TBL GAPP

Live lectures

Supplemental Readings

Question and Answer sessions

EBM Illustration Sessions

Critical appraisal discussions

K1

C1, C2, C3

P1, P2, P3

Teach fellow students and learn from fellow students in a peer-learning mode.

TBL IRAT/GRAT

CATstone

TBL GAPP

Question and Answer sessions

Critical Appraisal Exercise Statistic practice exercises

 

C1, C2, C3

P1, P2, P3

Propose plans to efficiently and effectively incorporate evidence into decision making and future clinical practice as part of a lifelong learning process.

CATstone

Exam

TBL GAPP

Statistic practice exercises

Reflection exercise

Live lectures

Course Notepack

Supplemental Readings

EBM Illustration Sessions

Critical appraisal discussions

C1, C2, C3

P1, P2, P3

Self-assess use of the evidence-based, decision making method detecting areas requiring improvement in effectiveness, utility and efficiency.

TBL peer feedback at end of Term 1

ARS questions

Critical Appraisal Exercise

TBL GAPP

Statistic practice exercises

Reflection exercise

Live lectures

EBM Illustration Sessions

Critical appraisal discussions

C3

P2, P3

Treat fellow students, faculty and BSOM staff with courtesy and respect.

TBL peer feedback at end of Term 1

Colleague feedback

Mentoring by faculty addressing unprofessional conduct or interpersonal problems