Clinical Decision Making (SMD 565)
Total Contact Hours: 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:
Institutional Objectives |
Learning Goals |
Assessment Activities (graded) |
Practice/Feedback Activities (non-graded) |
Teaching and Learning Activities |
---|---|---|---|---|
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 Faculty Notes Live lectures EBM Illustration Sessions |
|
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 Faculty Notes Live lectures EBM Illustration Sessions |
|
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 Faculty Notes Live lectures EBM Illustration Sessions |
|
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 Online Statistics Practice Modules Diagnosis test exercise Question and Answer sessions |
Textbook readings Faculty Notes Live lectures Statistic practice sessions Online statistics modules Course and examination review |
|
Critically appraise diagnostic, therapeutic and prognostic research evidence examining its validity, importance and applicability to individual patient care. |
TBL IRAT/GRAT CATstone Exam |
ARS questions Critical Appraisal Exercise TBL GAPP Question and Answer sessions |
Textbook readings Live lectures EBM Illustration Sessions Critical appraisal discussions Course and examination review |
|
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 |
|
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
|
|
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 |
|
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 |
|
|
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 Faculty Notes Supplemental Readings EBM Illustration Sessions Critical appraisal discussions |
|
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 |
|
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 |
Institutional Educational Objectives
Category addressed | Definition |
---|---|
1. Institutional Objectives | What does our institution want our graduates to do? |
2. Learning Goals | If your students mastered the content of your course, what would they be able to do? |
3. Assessment Activities (graded) 4. Practice/Feedback Activities (non-graded) |
What will students need to do for them and others (peers, professors) to know whether they have achieved this specific learning goal? |
5. Teaching and Learning Activities | How will students get the information they need to learn? |
Knowledge and Lifelong Learning
- K1: The graduate will demonstrate knowledge of the basic medical sciences; clinical skills; and the ability to acquire, manage, and use current information for clinical decision-making and problem-solving in the care of individual patients, family members, populations, and systems of care delivery.
- K2: The graduate will demonstrate knowledge of the ethical, social, economic, and cultural influences upon the health of and health care delivery to patients and patient populations, and will be able to propose realistic approaches to improving the health of an individual patient and for a patient population.
- K3: The graduate will be able to identify the diverse factors that influence the health of the individual and the community; identify the socio-cultural, familial, psychological, economic, environmental, legal, political, and spiritual factors impacting health care and health care delivery; and be able to respond to these factors by planning and advocating the appropriate course of action at both the individual and the community level.
Interpersonal and Communication
- C1: The graduate will demonstrate the ability to establish a professional relationship with a patient, build a comprehensive medical and social/personal history, conduct either a focused or comprehensive physical examination as indicated, construct a differential diagnosis, and recommend a course of treatment consistent with current standards of care.
- C2: The graduate will demonstrate the ability to communicate (written and oral) clearly, professionally, and effectively with patients, their family members, health care team members, and peers.
- C3: The graduate will demonstrate the capacity to listen to and respond appropriately to constructive feedback from peers and teachers, as well as give constructive feedback and evaluation to peers and faculty as requested.
Professionalism, Advocacy, and Personal Growth
- P1: The graduate will be able to identify personal strengths and weaknesses in the care of patients and working with colleagues and allied health professionals, and, if indicated, demonstrate the ability to make changes in behavior that facilitate collaborative relationships.
- P2: The graduate will demonstrate through the period of undergraduate medical education a pattern of responsible behaviors consistent with the highest ethical standards of the profession: honesty, confidentiality, reliability, dependability, civility, and punctuality.
- P3: The graduate will demonstrate a commitment to leadership and the advancement of new knowledge.