Clinical Decision Making
Total Contact Hours:
37.5 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:
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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? |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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
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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 |
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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 |
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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 |
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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 |
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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 |
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