Student Uncertainties Drive Teaching During Case Presentations

Abstract

Students can drive the content of the teaching they receive based on uncertainties they express to preceptors during case presentations. Preceptors are ready to teach at "the drop of a question" and align their teaching with the content of students' questions; these learning moments-in context and just-in-time-can be created by students.

Online Clinical Education Training for Preceptors: A Pilot QI Project

“…21 Five clinical trials exploring the effectiveness of the OMP model were reviewed, representing 1 randomized controlled trial 22 and 4 observational studies with pretest-posttest designs. [17][18][19][20]23 The results showed improvements in clinical teaching after education regarding the OMP model that was provided to clinical preceptors.…”

“…24 Two randomized controlled trials 24,25 and 1 secondary data analysis 23 show that students who use the SNAPPS technique are consistently more precise when delivering oral case presentations and display increased clinical reasoning while verbalizing more differential diagnoses and clinical uncertainties, prompting improved preceptor feedback.…”

Réponses et cadres conceptuels des cliniciens enseignants lors de discussions de cas avec des internes en psychiatrie

“…Pour le superviseur, la rétroaction comporte donc deux dimensions complémentaires [13,14] : a) le contenu discuté, idéalement en fonction des besoins d'apprentissage de l'étudiant -le quoi-, qui a trait par exemple à la clarification et la discussion des questions de l'étudiant en relation avec la démarche clinique, la relation avec le patient, l'organisation de l'entrevue, etc. ; b) le processus par lequel la rétroaction est faite -le comment-, tel que le proposent par exemple certains formats codifiés de supervision, comme celui de « la minute du superviseur » -One Minute Preceptor- [15] ou encore celui désigné par l'acronyme mnémonique SNAPPS [16] -pour : Summarize ; Narrow ; Analyze ; Probe ; Plan ; Select.…”

The Diagnosis, Prognosis, and Treatment of Medical Uncertainty

“…4,5,7 In 1 of the few empirical studies focusing on facilitating uncertainty, use of the learner-centered presentation technique known as SNAPPS (Summarize relevant patient history and findings; Narrow the differential; Analyze the differential; Probe the preceptor about uncertainties; Plan management; and Select case-related issues for self-study) increased the frequency of expressions of uncertainty during clinical rounds. 27 Opportunities for reflective writing have also been shown to be an effective means for expressing and dealing with uncertainty. 28 As practicing physicians can attest, the black-andwhite world of medical school, where only 1 correct answer existed on a written examination, rarely mimics the grayish hues of the clinical environment.…”

“…Encourage learners to use the SNAPPS model for case presentations 26 and consider reflective writing assignments. 27 Assess one's own attitude to and increase awareness of uncertainty by taking a self-assessment using the PRU scale. 7 Assess one's own attitude to and increase awareness of uncertainty by taking a self-assessment using the PRU scale.…”