Efficient Communication: Assessment‐oriented Oral Case Presentation

Maddow, Charles L.; Shah, Manish N.; Olsen, Jon; Cook, Sandy; Howes, David S.

doi:10.1197/aemj.10.8.842

Cited by 13 publications

(8 citation statements)

References 6 publications

(3 reference statements)

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“…In the case of an EM resident presenting a patient in the assessment-oriented way, in which the assessment precedes the presentation, confirmatory data may be highlighted to reinforce the assessment, whereas nonconfirmatory data (that may or may not have been asked for) may be omitted. 19 However, the presence of multiple providers may help prevent confirmation bias because one provider may get a critical bit of information that differs from the first providers', and he or she accordingly changes the plan of care. When a medical student spends an hour taking an exhaustive history and physical examination, that student's lack of direction (and lack of knowledge of heuristics) ultimately can lead to pertinent information being found that may not have been found in a briefer encounter.…”

Section: Discussionmentioning

confidence: 99%

Profiles in Patient Safety: Confirmation Bias in Emergency Medicine

Pines

2006

Academic Emergency Medicine

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Confirmation bias is a pitfall in emergency care and may lead to inaccurate diagnoses and inappropriate treatments and care plans. Because of the increasing severity and volume of emergency care, emergency physicians often must rely on heuristics, such as rule-out protocols, as a guide to diagnosing and treating patients. The use of heuristics or protocols can be potentially misleading if the initial diagnostic impression is incorrect. To minimize cognitive dissonance, clinicians may accentuate confirmatory data and ignore nonconfirmatory data. Clinicians should recognize confirmation bias as a potential pitfall in medical decision making in the emergency department. Reliance on the scientific method, Bayesian reasoning, metacognition, and cognitive forcing strategies may serve to improve diagnostic accuracy and improve patient care.ACADEMIC EMERGENCY MEDICINE 2006; 13:90-94 ª

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Section: Discussionmentioning

confidence: 99%

Profiles in Patient Safety: Confirmation Bias in Emergency Medicine

Pines

2006

Academic Emergency Medicine

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“…This checklist may be adapted by researchers in the same scope of study, and not limited to those from United States of America only, but also to all researchers from all over the world, particularly researchers who are interested in the structure of OCPs by medical students. Maddow et al (2003) investigated the effectiveness of assessment-oriented (AO) OCP as a model of inter-physician communication. They argued a traditional format of OCP consists of seven moves which are chief complaint, history of present illness, past medical, social and family histories, physical examination, ancillary data, assessment and plan.…”

Section: Rhetorical Moves In Ocpsmentioning

confidence: 99%

“…Here, she stated that it is a "medicine's principal way of applying its abstract knowledge to the care of the individual patient" (p.47). Once the physicians receive stories from their patients, they will clerk the case into a general template called case report, which constitutes a chief complaint, history of present illness, past medical history, personal and social history, family history, drug history, physical examination, laboratory and diagnostic findings data, summary statement, assessment, plan and medical records after discharge (Dell et al, 2012;Hung et al, 2012;Anspach, 1989;Maddow et al, 2003;Davenport et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Review of Studies on Oral Case Presentations in Clinical Settings

Mahmud

Ali

Chan

2014

MJLL

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Recent years have evidently shown that genre studies are growing considerably in language studies, mainly in the study of academic and professional genre. A number of academic genres have been focusing on the analysis of structural elements in research articles and theses' introduction. However, very few studies have attempted to examine the structural elements in professional genres, especially in medical academic setting. Due to the importance of this professional genre, particularly towards novices in order to improve their communication skills in presenting medical cases to their instructors or superiors, this paper reviews past studies related to genre analysis of oral case presentations in their academic and professional settings. By doing so, it reaches the conclusion that there are generic elements in oral case presentations that can guide medical novices to improve their way of presenting case presentations in medical academic settings.

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“…[9][10][11][12][13][14][15][16][17][18][19][20][21] A few publications, however, have been dedicated to teaching in the ED. 7,[22][23][24][25] The ED seems to be fertile training ground for educating medical students. Many of the teaching techniques from other settings can be adapted to enhance clinical teaching in the ED.…”

Section: Opportunities For Teaching In the Edmentioning

confidence: 99%

“…25 Maddow et al describe the use of an assessmentoriented style of oral case presentations by EM residents. This style differs from the traditional case presentation model previously described.…”

Section: Student Case Presentationsmentioning

confidence: 99%

Teaching Techniques in the Clinical Setting: the Emergency Medicine Perspective

Wald

2004

Academic Emergency Medicine

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The emergency department (ED) provides a unique educational experience that is distinct from both inpatient and ambulatory care settings. Because of the high acuity, interesting pathology, and rapid patient turnover, the ED is an ideal location to train medical students. Numerous teaching opportunities exist within the domain of the ED. In the preclinical years, the ED setting provides medical students with an introduction to clinical medicine and may serve as a venue for teaching basic history and physical examination skills. In the clinical years, medical students are exposed to a wide range of undifferentiated patients. Besides common medical and surgical complaints, many medical students will encounter clinical scenarios that they otherwise would have little direct contact with. Encounters such as the acutely poisoned or intoxicated patient, environmental emergencies, interaction with out-of-hospital providers, and patients requiring emergency procedures are just a few situations that make emergency medicine a distinct clinical specialty. These and other studentpatient encounters can provide the teaching physician an opportunity to focus case-based teaching on a number of elements including complaint-directed medical interviewing and physical examination skills, development of casespecific differential diagnosis, diagnostic evaluation, implementation of patient management plans, and patient disposition. In this review article, the authors discuss various ways to approach and improve clinical teaching of medical students, including: opportunities for teaching in the ED, teaching procedural skills, student case presentations, clinical teaching styles, qualities of an effective clinical teacher, and barriers to effective clinical teaching.

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Efficient Communication: Assessment‐oriented Oral Case Presentation

Abstract: AO oral case presentation may provide a means for emergency medicine residents to "get to the point" and to communicate effectively and efficiently.

Cited by 13 publications

References 6 publications

Profiles in Patient Safety: Confirmation Bias in Emergency Medicine

Profiles in Patient Safety: Confirmation Bias in Emergency Medicine

Review of Studies on Oral Case Presentations in Clinical Settings

Teaching Techniques in the Clinical Setting: the Emergency Medicine Perspective

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