Last week I wrote about the important components in writing a simulation case. It is an exhausting list, but the thoroughness pays off.
The next big task is writing the actual case storyboard, which can be done in many ways. All revolve around the concept of action and reaction. The key to a well written simulation case is understanding the actions that the learners will take, the actions that they should take, the actions they shouldn’t take.
Yesterday I had the pleasure of sharing my thoughts to an enthusiastic crowd of UCSF preclinical medical students on one of my favorite topics “Technology and Social Media in Emergency Medicine”. This is the perfect target audience to teach about developing a workflow habit for keeping up with digital information, since they are only starting to grow their clinical knowledge foundation.
On the morning of my noon talk, I regretted not recruiting some fellow FOAMed (Free Open Access Meducation) supporters to email me their thoughts about why social media is here to stay in medical education. How great would it have been to share the collective thoughts of leaders in this area?
According to Wikipedia, MOOC stands for Massive Open Online Course, was coined by Dave Cormier (@davecormier) in 2008 during a course called “Connectivism and Connective Knowledge” in a course led by George Siemens (@gsiemens) and Stephen Downes (@oldaily). All three are educators from Canada who specialize in online learning, learning and technology, and connectivism. As the name implies the course is open to thousands of people online. Although thousands of people sign up only a very small percentage finish the course.
It can be a daunting task to write a medical simulation cases. Regardless of prior experience in simulation, writing cases is a different skill set than programming or working a high fidelity simulator. It’s more similar to writing a play– at times an impromptu play!
It usually entails a patient encounter with a healthcare provider (learner) where an event occurs, and the learner is expected to perform actions. After some time, or after certain actions are performed, the facilitator stops the simulation, and debriefing ensues.
There was a great article written by Dr. Brian Hodges (@BDHodges1) and published in Academic Medicine1 in 2010. Dr. Cunningham (@amcunningham) provided the link via Twitter in a discussion about different models of competence in medical education.
Do you use a PICO method to answering a clinical question using the medical literature?
This two-part series provides an introduction in how to search the medical literature to answer your clinical question. This provides a concise overview of epidemiology and statistics.
This is the moment your whole medical school career has been hinging upon:
It is time to get serious and come up with a rank list that maximizes your chances of getting your first choice residency. Ranking programs is a personal decision making process, because everyone has different priorities and life circumstances. Therefore, no one piece of advice applies to everyone. This is a run down of my own personal thoughts of what is important.