Queens medical school in California have an online course used alongside their conventional taught course. There's some useful stuff here. Though aimed at medics the principles are the same.
http://meds.queensu.ca/courses/assets/modules/
A blog that tries to assist clinical decision-making by using evidence and other resources - by Dominic Hurst
Queens medical school in California have an online course used alongside their conventional taught course. There's some useful stuff here. Though aimed at medics the principles are the same.
http://meds.queensu.ca/courses/assets/modules/
This paper, which QMUL staff and students can access with their college logon details raises the problem of communicating tacit - or unspoken - knowledge in clinical teaching. What it suggests is that learners learn much more from their own experience and their clinical tutor's demonstration than they do from 'codified' knowledge (i.e. written stuff).
It also suggests that there is room for confusion in relation to the use of evidence if tutors are not explicit about whether they are teaching something from their own tacit knowledge ("it's always worked for me") or from evidential knowledge ("the research suggests this approach").
My reading of this is that as tutors we should work hard to be clearer about what type of knowledge we are communicating and that learners themselves ask their tutors to be explicit so they can make sense of the knowledge for themselves.
Sir Karl Popper, swans, and the general practitioner -- Berghmans and Schouten 343 -- bmj.com
This BMJ article raises a really important point for all clinicians involved in making a diagnosis: we need to question our quick diagnoses and think of differential diagnoses if we are to be better able to help our patients. And we need to accept that we can be wrong, like all other humans, but be willing to change our decisions.