The Adult Learner Emergency Medicine Gloria J. Kuhn, DO, Ph.D, FACEP Wayne State University USA.

Slides:



Advertisements
Similar presentations
Why a journal of medical case reports? The best teaching of medicine is that taught by the patient – Osler Detailed information about an individual Early.
Advertisements

TeachMed Clinical reasoning learning with simulated patients Guy Bisson M.D., Faculté de médecine Froduald Kabanza Ph.D., Faculté des sciences, département.
Ted Brown. Overview Of Career  Diagnose illnesses, prescribe treatments, and examining patients are all parts of being a physician/surgeon.  You also.
The One Minute Preceptor:
Strategi dan Metode Pembelajaran dalam Pendidikan Dokter
Tufts University Teaching Conference Development of Clinical Reasoning Nicholas Frank, DVM, PhD, DACVIM Claire Sharp, BVMS, MS, DACVECC Cummings School.
Benchmarking Clinicians Farrokh Alemi, Ph.D.. Why should it be done? Hiring, promotion, and management decisions Help clinicians improve.
Diagnosing – Critical Activity HINF Medical Methodologies Session 7.
Principles of Teaching and Learning in Clinical Settings Professor Hossam Hamdy University of Sharjah.
Teaching and assessing clinical reasoning “The medical whodunit” Subha Ramani, Warren Hershman, Rob Lowe FDDC seminar Department of Medicine BUSM / BMC.
What job do these people do?
How to Write a Case Report 101
Transitions in Care: Improving the Hand-off Penni Foster, PhD.
The Medical System. The Health Care System This includes all available medical services, the ways in which individuals pay for medical care, and aimed.
Acute Ischemic Stroke Management: 2004 Emergency Medicine Perspectives.
DR NIRANJAN P DR K LAKSHMAN DR M S SRIDHAR AUDIT ON DISCHARGE SUMMARIES.
Types of help and psychiatrists Clara Berlanga Period 2 Behavior health.
Emergency Medicine Training in the USA Gloria Kuhn, DO, Ph.D.
421 MDS Course Course Director: Dr Asmaa Faden Faden Course Contributors: Prof. A AlDosari.
The Art of Psychopharmacology Ira D. Glick, M.D. Stanford University School of Medicine Richard Balon, M.D. Wayne State University School of Medicine.
Section 24.1 The Healthcare System Slide 1 of 33 Objectives Identify the healthcare providers that work together to care for patients. Describe different.
U N I V E R S I T Ä T S M E D I Z I N B E R L I N Identifying EPAs for Undergraduate Medical Education Y Holzhausen, A Maaz, A Degel, H Peters Charité.
LESSON 5.8: DIFFERENTIAL DIAGNOSIS Module 5: Public Health Obj. 5.8: Develop an evidence-based differential diagnosis for an illness.
The program will start promptly at 2:15 PM For technical assistance please contact Tech Support at or at
My Future Career KaShara Pierce Sept.12, th period Ms.Levy.
So…Do you want to be a doctor??? Seema Salwan Sharma, M.D. Washington Township Medical Foundation.
My name is Hassan Baydoun. I am a first year resident of internal medicine at St. Joseph Mercy in Ann Arbor. The practice of medicine is the systematic.
Medical Documentation Rules. Medical Documentation Rules General principles The documentation of each patient encounter should include: Chief complaint.
Developing learner competency in the clinical environment GRACE Session 3 GRACE Program.
Assessment of Clinical Reasoning: A Script Concordance Test Designed for Pre-Clinical Medical Students Mary T. Johnson, Ph.D. Associate Dean, Academic.
Bledsoe et al., Essentials of Paramedic Care: Division 1I © 2006 by Pearson Education, Inc. Upper Saddle River, NJ Division 2 Patient Assessment.
“The journey from student to colleague” Lisa Johnson, MD Providence St. Peter Family Medicine March 2013.
Teaching Problem Solving Skills Doris Young Professor of General Practice University of Melbourne.
TEACH ON THE RUN! SESSION 3: HELPING LEARNERS THINK! DIAGNOSTIC REASONING Created by Dr. Leslie Ann Sadownik.
CASE TITLE HERE Resident(s): Attending(s): Program/Dept(s): Originally Posted: Month, 00, 20xx.
Clinical Reasoning and Problem Solving
Cumberland Lodge Trainee Videos Dr Richard de Ferrars January 2011.
9/8/2008Neumar - Emergency Care Research1 Emergency Care Research Solutions for the U.S. Heath Care System Robert W. Neumar MD, PhD Chair, Research Committee.
Graduated Responsibility From Medical Student to Physician University of BC Faculty of Medicine Department of Family Practice Post Graduate Program.
The Diagnostic Process A BRIEF OVERVIEW diagnostic process What is it? to figure out to problem solve method scheme.
Improving Medical Education Skills. Many Family Medicine graduates teach… D6 students New doctors who do not have post-graduate training Other healthcare.
421 MDS Course Course Director: Dr Asmaa Faden Faden Co-Course Director: Dr Sally ElHaddad.
Assessing Learners The Teaching Center Department of Pediatrics UNC School of Medicine The Teaching Center.
Computer-Based Tutoring of Medical Procedural Knowledge Oleg Larichev & Yevgeny Naryzhny Copyright © 1999, All Rights Reserved Institute for Systems Analysis.
Maj. Gen. Mohammad A. Aldayel, MD MBBS, MSc, ABFM Monday 05 October,2015.
Bledsoe et al., Paramedic Care Principles & Practice Volume 2: Patient Assessment © 2006 by Pearson Education, Inc. Upper Saddle River, NJ Chapter 4 Clinical.
Educational Outcomes Service Group: Overview of Year One Lynne Tomasa, PhD May 15, 2003.
The Culture of Healthcare Healthcare Processes and Decision Making Lecture a This material (Comp2_Unit4a) was developed by Oregon Health & Science University,
종양혈액내과 R4 김태영 /prof. 백선경. SCOPE OF THE PROBLEM Oncologists - evaluate and diagnosis complex problems - devise and administer individualized treatment.
Disease “X” Case Presentation Template. Chief Complaint (CC) state 1 main reason seeking medical attention.
Use case scenarios to teach medical students?
Department of Emergency Medicine Kevin Biese, MD, MAT
FACULTY OF MEDICINE MALANG ISLAMIC UNIVERSITY
Competency to Give an Informed Consent: A Model for Making Clinical Assessments James Drane.
Suzanne Allen, MD, MPH Jeralyn Jones, MD Catherine Serio, PhD
By Dr. Prabhjot Gill Steps to Become a Medical Doctor.
NSG 6001 Teaching Effectively-- snaptutorial.com
NSG 6001 Teaching Effectively-- snaptutorial.com.
The only solution that provides complete, 360° support
The Hippocratic Oath The oath is still used today. It makes clear that doctors are not magicians. They have to keep high standards of treatment and behaviour.
CLICK TO GO BACK TO KIOSK MENU
Introduction. Clinical Scenario: Encouraging Adherence in Patients with Schizophrenia.
Medical Errors Zheng Yan Advised by: Dr. Dan France, Ph.D, MPH.
Medical Students Documenting in the EMR
Medical Students Documenting in the EMR
The Simulation-Based Medical Education of a Medical Center in Barcelona Juan Martín Salgado.
Habit Formation/ behaviourism
THE RIGHTS Right to emergency medical care
Presentation transcript:

The Adult Learner Emergency Medicine Gloria J. Kuhn, DO, Ph.D, FACEP Wayne State University USA

Rich Fund of Knowledge Didactic Medical School Medical School Residency Residency Career Career

Sparse Knowledge Experience Medical School Medical School Residency Residency Entire Career Entire Career

Experience Reorganization Reorganization Meaning to Information Meaning to Information Observation Observation Illness scripts Illness scripts Problem-solving Problem-solving

How Doctors Think Gather Information Gather Information

How Doctors Think Thinking Hypothetico-deductive reasoning Hypothetico-deductive reasoning Pattern matching (illness script) Pattern matching (illness script) Combination Combination

How Doctors Think Gather Information Gather Information Thinking Thinking Hypothetico-deductive reasoning Hypothetico-deductive reasoning Pattern matching Pattern matching Combination Combination Form hypothesis Form hypothesis Differential Diagnosis Differential Diagnosis

How Doctors Think Decision Decision Differential diagnosis Differential diagnosis

How Doctors Think Decision Decision Differential diagnosis Differential diagnosis Proof Proof Clinical exam Clinical exam Tests Tests

How Doctors Think Decision Decision Differential diagnosis Differential diagnosis Proof Proof Clinical exam Clinical exam Tests Tests Final / Working Diagnosis Final / Working Diagnosis

How Doctors Think Decision Decision Differential diagnosis Differential diagnosis Proof Proof Clinical exam Clinical exam Tests Tests Final / Working Diagnosis Final / Working Diagnosis Conclude Conclude Treat Treat

Emergency Physicians Gather Information Gather Information Gather Information

Emergency Physicians Gather Information Gather Information Gather Information Interrupt for Treatment

Emergency Physicians Gather Information Gather Information Decision Decision DD DD Gather Information Interrupt for Treatment Decisions on Incomplete data

Emergency Physicians Gather Information Gather Information Decision Decision DD DD Gather Information Interrupt for Treatment Decisions on Incomplete data Multitasking

Emergency Physicians Gather Information Gather Information Decision Decision DD DD Proof Proof Treat Treat Gather Information Interrupt for Treatment Decisions on Incomplete data Multitasking Loss of Orderly Progression Action in Face of Uncertainty

Teaching Emergency Medicine Variety of Patients Decision making in face of uncertainty Decision making in face of uncertainty Action Action Gather data Gather data

Teaching Emergency Medicine Variety of Patients Decision making in face of uncertainty Decision making in face of uncertainty Action Action Gather data Gather data Multi tasking Multi tasking Interruptions Interruptions

Teaching Emergency Medicine Variety of Patients Decision making in face of uncertainty Decision making in face of uncertainty Action Action Gather data Gather data Multi tasking Multi tasking Interruptions Interruptions Structure Structure

Teaching Emergency Medicine Variety of Patients Decision making in face of uncertainty Decision making in face of uncertainty Action Action Gather data Gather data Multi tasking Multi tasking Interruptions Interruptions Structure Structure Discussion Discussion

Novice Overwhelmed Overwhelmed

Novice Organization Structure

Novice Overwhelmed Overwhelmed Meaningless Data Meaningless Data Organization Structure

Novice Overwhelmed Overwhelmed Meaningless Data Meaningless Data Organization Structure Key Features Meaning of Data Illness Scripts

Novice Overwhelmed Overwhelmed Meaningless Data Meaningless Data Action / Data Action / Data Organization Structure Key Features Meaning of Data Illness Scripts Action / Data

Novice Overwhelmed Overwhelmed Meaningless Data Meaningless Data Action / Data Action / Data Organization Structure Key Features Meaning of Data Illness Scripts Action / Data Conclusion

Intermediate Paralysis Paralysis Fear of Mistakes Fear of Mistakes Consequences of Error Consequences of Error

Intermediate Paralysis Paralysis Fear of Mistakes Fear of Mistakes Consequences of Error Consequences of Error Autonomy / Support

Intermediate Paralysis Paralysis Fear of Mistakes Fear of Mistakes Consequences of Error Consequences of Error “Reckless” Actions “Reckless” Actions Autonomy / Support

Intermediate Paralysis Paralysis Fear of Mistakes Fear of Mistakes Consequences of Error Consequences of Error “Reckless” Actions “Reckless” Actions Autonomy / Support Verbal Discussion / Rehearsal

Summary Emergency Medicine Emergency Medicine Rich data base Rich data base Little experience Little experience Illness scripts Illness scripts Steps not Sequential Steps not Sequential Action Patterns Action Patterns

Summary Novice Novice Intermediate Intermediate