Session Number 308 Great Minds Don’t Always Think...
Transcript of Session Number 308 Great Minds Don’t Always Think...
Session Number 308 Great Minds Don’t Always Think Alike
Amanda DeVoss, MMS, PA-C
Purpose of this Activity
• Teaching critical thinking – The process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing and evaluating information to reach an answer or conclusion.
• Learning objectives – Compare and contrast different styles of history
taking – Formulate a differential diagnosis – Discuss how history questions evolve based on a
patient’s answer
Methods
1. Pre-clinical rotations—student self-evaluation of skills
2. Developed an interactive session “Great Minds Don’t Always Think Alike” session
3. Evaluation of session
Results
• Pre-rotation self-evaluation, n=27 • Evaluation of session, n=34
Pre-Activity QuestionnaireHow Comfortable are you with Formulating a Differential Diagnosis?
Very Uncomfortable
Uncomfortable
Neutral
Comfortable
Very Comfortable
0 4 7 11 14
Pre-Activity QuestionnaireHow Comfortable are you with Changing History Questions based on Patient's Answers?
Very Uncomfortable
Uncomfortable
Neutral
Comfortable
Very Comfortable
0 4 7 11 14
Pre-Activity QuestionnaireHow Comfortable are you with Developing Critical Thinking Skills?
Very Uncomfortable
Uncomfortable
Neutral
Comfortable
Very Comfortable
0 5 10 15 20
ResultsHow satisfied were you with this activity?
Very Dissatisfied
Dissatisfied
Neutral
Satisfied
Very satisfied
0 5 10 15 20
97% student satisfaction
ResultsDo you feel this activity was a good use of your time?
No
Yes
0 10 20 30 40
97%
Please comment on why you did or did not find this time useful.
• “It was really great to see how different approaches can arrive at the same conclusion”
• “It was great to see how faculty interviewed the patient based on their background”
• “Nice to see the thought process and the different styles to get to the same end. I incorporated some of the style in my practice now”
ResultsPlease rate the effectiveness of this activity in:
Appreciating how different practice environments shape your approach to a patient's presentation
Taking a patient's history
Applying didactic knowledge to clnical settings
Understanding the relevant parts of an HPI
Changing history questions based on patient's answers
Formulating a differential diagnosis
Developing critical thinking skills
0 8 15 23 30
Very ineffective Ineffective Neither Effective Very effective
Please comment on the value of having the faculty play the provider and standardized patient roles.
• “I think the faculty as a provider was great because we appreciate your knowledge and skill as a PA. To see even YOU miss pertinent questions or miss a differential diagnosis is valuable to see.”
• “It was beneficial for us to see them struggle with things we struggled with as well - to know that we're not supposed to be "perfect" yet”
• “It is actually very reassuring and helpful to watch the faculty work through a case and see how they think through things differently from each other. And it made it fun and interesting.”
Please list the strengths of this activity.
Discussion
• Worth their time • High satisfaction • Effectiveness of the activities goals
Thoughts for the Future
• Post-clinical rotations self-evaluation survey
• Expanding to a larger audience • Smaller groups • Students vs. Faculty
Questions??
Thank you [email protected]