Event Title

Self-directed learning in the clinical year of physician assistant studenteducation

Location

Atrium

Format

Poster

Start Date

24-1-2015 4:30 PM

End Date

24-1-2015 5:00 PM

Abstract

INTRODUCTION: Higher educational teaching is focusing more on integrating participation from the student in order to apply critical thinking skills. In the medical setting physicians, administrators, and insurance companies are demanding evidence-based medicine practice principles in order to justify treatment interventions and insurance reimbursement. Many times in Physician Assistant clinical education, these two vital components are missed. The teaching and learning are mainly left up to the student and the clinical educators. By setting up a system that encourages online discussion among students undergoing the same clinical rotation specialty, meaningful critical thinking processes backed by scientific evidence can be easily captured.

PURPOSE: To encourage student open discussion and use of evidence-based medicine principles, students are required to post discussions and perform assignments that stimulate critical thinking skills.

METHODOLOGY: Students perform a combination of activities including, but not limited to patient case discussions, treatment interventions, and evidence-based article reviews during the clinical rotation experience. All students are required to post each week for the first 3 weeks of a core or a selective rotation. Postings to the discussion board are written to reflect thoughtful reflections on the topics and issues.

RESULTS: The outcomes are to promote lifelong learning, stimulate collaboration between colleagues and encourage discussion of students' clinical experiences. From sharing information, ideas, and innovative clinical treatment interventions the students are able to learn from one another.

CONCLUSIONS: An introduction of this innovative teaching and learning medium is necessary for academic clinical instructors. Traditionally, the teaching was mainly left up to the clinical field instructors, but this method allows for teaching and learning to be taken to the next level by the student.

This document is currently not available here.

Share

COinS
 
Jan 24th, 4:30 PM Jan 24th, 5:00 PM

Self-directed learning in the clinical year of physician assistant studenteducation

Atrium

INTRODUCTION: Higher educational teaching is focusing more on integrating participation from the student in order to apply critical thinking skills. In the medical setting physicians, administrators, and insurance companies are demanding evidence-based medicine practice principles in order to justify treatment interventions and insurance reimbursement. Many times in Physician Assistant clinical education, these two vital components are missed. The teaching and learning are mainly left up to the student and the clinical educators. By setting up a system that encourages online discussion among students undergoing the same clinical rotation specialty, meaningful critical thinking processes backed by scientific evidence can be easily captured.

PURPOSE: To encourage student open discussion and use of evidence-based medicine principles, students are required to post discussions and perform assignments that stimulate critical thinking skills.

METHODOLOGY: Students perform a combination of activities including, but not limited to patient case discussions, treatment interventions, and evidence-based article reviews during the clinical rotation experience. All students are required to post each week for the first 3 weeks of a core or a selective rotation. Postings to the discussion board are written to reflect thoughtful reflections on the topics and issues.

RESULTS: The outcomes are to promote lifelong learning, stimulate collaboration between colleagues and encourage discussion of students' clinical experiences. From sharing information, ideas, and innovative clinical treatment interventions the students are able to learn from one another.

CONCLUSIONS: An introduction of this innovative teaching and learning medium is necessary for academic clinical instructors. Traditionally, the teaching was mainly left up to the clinical field instructors, but this method allows for teaching and learning to be taken to the next level by the student.