Special articleImproving oral presentation skills with a clinical reasoning curriculum: a prospective controlled study
Section snippets
Subjects and study design
Sixty-two consecutive medical students at the University of California at San Francisco (UCSF) School of Medicine who were entering their third year of medicine clerkship were evaluated between October 1998 and May 1999. UCSF uses three hospitals for the medicine clerkship: The San Francisco Veterans Hospital, the San Francisco General Hospital, and The Moffitt-Long University Hospital. Although students are allowed to express a preference, the medical school assigns them to their clinical site
Results
There were no differences in baseline characteristics of the students in the intervention and control groups (Table 1). Because UCSF does not assign grades or class rank during the first 2 years of instruction, indices of medical school performance were not available.
Discussion
Undoubtedly the student tries to learn too much, and we teachers try to teach too much. We can only instill principles, put the student in the right path, give him methods, teach him how to study, and early to discern between essentials and non-essentials.Sir William Osler (24)
Instruction in the oral case presentation has failed to realize its potential, and some have advocated dispensing with the spoken case presentation entirely (25). The spoken case presentation, however, remains an integral
Acknowledgements
The authors would like to thank William Plauth, MD, and Warren Browner, MD, for their contributions to this manuscript. They extend a special thanks to William Plauth, MD, who served as one of the two physicians who reviewed the videotapes.
References (31)
The case presentationstumbling blocks and stepping stones
Am J Med
(1985)- et al.
Evaluation of student performance in a multi-site clinical clerkship
Am J Obstet Gynecol
(1980) - et al.
Costs of preceptors’ time spent teaching during a third-year family medicine outpatient rotation
Acad Med
(1997) - et al.
Teaching and learning communication in medicinea rhetorical approach
Acad Med
(1999) - et al.
Learning Clinical Reasoning
(1991) - et al.
What do we mean by relevance? A clinical and rhetorical definition with implications for teaching and learning the case-presentation format
Acad Med
(1999) A guide to pediatric case presentations
Resident Staff Physician
(1982)A guide to medical case presentations
Resident Staff Physician
(1981)- et al.
The accuracy of clinical informationI: the history
Hosp Pract
(1991) - et al.
A survey of communication skills training in UK schools of medicinepresent practices and prospective proposals
Med Educ
(1998)
Assessing the semantic content of clinical case presentationsstudies of reliability and concurrent validity
Acad Med
A model for the diagnostic medical interviewnon-verbal, verbal, and cognitive assessments
J Gen Intern Med
Medical problem solving
J Med Educ
An evaluation of trainee performance in the case presentation
J Med Educ
Cited by (40)
Revisions to a patient presentations curricula informed by longitudinal evaluation of student confidence
2021, Currents in Pharmacy Teaching and LearningTheme choice in oral case presentations: Differences between medical novices and experts
2021, English for Specific PurposesDeveloping a novel framework for non-technical skills learning strategies for undergraduates: A systematic review
2018, Annals of Medicine and SurgeryCitation Excerpt :Variability was observed in the disclosure of further participant demographic information, specifically concerning first language, gender and mean age. Only 24 papers specified whether students had previous experience in NTS learning [26,28,32,35,39,41,44,45,52,55,61,63,64,67–69,74–81]. After exploring the learning outcomes of the included studies, we defined an NTS intervention as ‘any teaching strategy aiming to improve an individual's performance, knowledge and attitude towards a non-technical skill’.
Combining rhetoric and role-play to introduce and develop patient presentation skills in third year pharmacy students
2017, Currents in Pharmacy Teaching and LearningCitation Excerpt :Numerous questions exist surrounding the most effective instructional design, the appropriate curricular placement, and the most effective assessment strategy for patient presentation skills prior to APPEs. In medical education, patient presentation education has been effective when incorporated into the clinical reasoning portion of the curriculum.1 In addition, both rhetoric and role-playing have been shown to be effective in teaching communication skills.2
Reliability of rubrics in the assessment of orthodontic oral presentation
2017, Saudi Dental JournalMedical student perceptions on the instruction of the emergency medicine oral case presentation
2015, Journal of Emergency MedicineCitation Excerpt :This study provides some guidance on the next steps of curriculum development. Several papers have been published regarding educating medical students on the formulation of an appropriate OCP (1,2,7,9,12,22–25). Kroenke and Green et al. proposed an ideal OCP with a defined structure and content (22,23).