Second year Medicine unit: CAM202 Fundamentals of Clinical Science 2: group oral presentation of clinical case

Developed by Roslyn Malley, Lisa Foa and Moira Cordiner

Medicine learning outcomes are organised into five themes. This criteria sheet is a revision of a previously developed sheet that had 19 criteria, was over 5 pages long and proved difficult to use by staff and students. This revised sheet was developed by creating criteria from selected learning outcomes. The outcomes were not revised. The table below shows how these new criteria still link to the original learning outcomes.

Synopsis of task and context

This task worth 5%, prepares students for future clinical rounds in hospitals. It requires them to use a set of skills developed over fourconsecutive units. Students in groups use the given information about a hypothetical patient (the clinical case) as if they, themselves had taken the patient’s history and examined them. This information is based on what students have studied about the common clinical conditions related to the gastrointestinal, renal and reproductive systems. Students then (as they would in real life) present the ‘case’ to a ‘specialist’. In this ‘mock’ clinical setting, instead of what would in reality be 5 -10 minutes, they take one hour presenting to the class and 15 minutes answering questions. A team of assessors judge the quality of the presentation. The class members and the assessing team ask questions of the presenters. To prepare for the task, students are given detailed guidelines on how to present. They receive the clinical case two hours before the presentation. During this time, clinicians intermittently visit each group to review/guide their progress and answer questions with regard to their case. The focus of this task is about acting in a professional manner and applying developing diagnostic skills to the patient’s symptoms and problems, interpreting results of investigations and then designing and justifying a management plan.

Match between learning outcomes and criteria

Learning outcomes (unrevised) / Task specific criteria
7. Understands the role of the doctor as the patient’s advocate
1. Understands the role of doctors in treating individual patients and understands the difference in approach between curative, health maintenance and palliative treatment. / Conduct yourself in a professional manner
  • advocate for patient
  • manage within limitations of own expertise
  • accept criticism
  • work in a group

Theme 1 learning outcomes as per the Unit outline plus the following:
1. Understands the role of doctors in treating individual patients and understands the difference in approach between curative, health maintenance and palliative treatment
5. Understands the principles of primary health care
2. Outlines appropriate medical interventions for a variety of patient presentations, in various clinical settings.
3. Applies an understanding of an individual’s social, economic, environmental, cultural and spiritual context in the construction of a management plan.
4. Integrates hospital discharge, referral, investigations, rehabilitation planning, and patient review into patient management plans as appropriate.
6. Understands how integration between health services and networks in hospital and the community can affect outcomes of care / Apply knowledge of the basic sciences & biopsychosocial model of health to present case & management plan to ‘specialist’
  • analyse:
clinical and social history
and prioritise physical, psychological, social and environmental problems
  • justify diagnoses & investigations
  • interpret results
  • design & justify management plan

Student name / student number
CAM202: group oral presentation of clinical case / weighting 5%
Criteria / HD / DN / CR / PP / NN
Within the parameters of the case presented by the group you: / Within the parameters of the case presented by the group, you: / Within the parameters of the case presented by the group, you: / Within the parameters of the case presented by the group, you: / In the case presented by the group, you:
Conduct yourself in a professional manner
  • advocate for patient
  • manage within limitations of own expertise
  • accept criticism
  • work in a group
/
  • conduct yourself in a professional manner by:
/
  • conduct yourself in a professional manner by:
/
  • conduct yourself in a professional manner by:
/
  • conduct yourself in a professional manner by:
/
  • conduct yourself by:

respectfully advocating a holistic approach to patient care that meets all their known circumstances and wishes 5 / respectfully advocating a holistic approach to patient care that meets most of their known circumstances and wishes 4 / respectfully advocating a holistic approach to patient care that meets all their obvious circumstances and wishes and some less obvious ones 3 / stating the need for a holistic approach to patient care that meets only their obvious circumstances and wishes 2 / stating the need for a holistic approach to patient care
1
acknowledging alllimitations of your expertise
5 / acknowledging the majority of the limitations of your expertise 2 / acknowledging some of the limitations of your expertise 1
willingly accepting constructive criticism and acknowledging mistakes made by the group
3 / rejecting or disputing any constructive criticism 1
effectively working in a group through
respecting colleagues
collaborating with and supporting colleagues during the presentation 5 / working in a group through
respecting colleagues
collaborating with colleagues during the presentation
3 / working as an individual
1
Apply knowledge of the basic sciences & biopsychosocial model of healthto present case management plan to ‘specialist’
  • analyse:
clinical and social history
and prioritise physical, psychological, social and environmental problems /
  • apply comprehensive knowledge to efficiently to present the case by:
/
  • apply comprehensive knowledge efficiently to present the case by:
/
  • apply fundamental knowledge to present the case by:
/
  • apply rudimentary knowledge to present part of the case by:
/
  • speak about the case by:

thoroughlyanalysing it to concisely and accurately: 5 / thoroughly analysing it to concisely and accurately: 4 / analysing it to accurately:
3 / analysing it to:
2 / restating given information about the case
1
highlight all history and examination findings (both negative and positive)
5 / highlight most of the history and examination findings (both negative and positive) 4 / highlight the obvious and some subtle history and examination findings (both negative and positive) 3 / list only the obvious history and examination findings (both negative and positive) 2
identifying all medical and psychosocial problems
5 / identifying all medical and psychosocial problems
4 / identifying most medical and psychosocial problems including the critical 3 / identifying allthe criticalmedical and psychosocial problems
2
correctly prioritising these problems into easily readable tables incorporating valid assumptions based on given information
5 / correctlyprioritising the majority of these problems into easily readable tables incorporating mostly validassumptions based on given information 3 / partially prioritising these problems into readable tables incorporating some valid assumptions based on given information
2 / listing problems unrelated to the case in a random order
1
Criteria / HD / DN / CR / PP / NN
  • apply comprehensive knowledge to efficiently to present the case by:
/
  • apply comprehensive knowledge efficiently to present the case by:
/
  • apply fundamental knowledge to present the case by:
/
  • apply rudimentary knowledge to present part of the case by:
/
  • speak about the case by:

  • justify
diagnoses &
investigations / convincingly justifying, based on the evidence in the case:
the most likely‘working’ diagnosis followed by complete prioritiseddifferential diagnoses
5 / convincingly, for the most part, justifying, based on the evidence in the case:
the most likely ‘working’ diagnosis followed by mostlycomplete prioritiseddifferential diagnoses 4 / justifying, based on most of the evidence in the case:
alikely ‘working’ diagnosis followed by prioritiseddifferential diagnoses
3 / partially justifying, based on some of the evidence in the case:
a‘working’ diagnosis followed by differential diagnoses
2 / providing a diagnosis that partially relates to the case
1
why certain investigations were performed
5 / why certain investigations were performed
4 / why certain investigations were performed
3 / why certain investigations were performed
2 / stating that certain investigations were performed 1
relevantfurther diagnostic investigations by correctly ranking them in terms of usefulness, cost-effectiveness and availability
5 / relevantfurther diagnostic investigations by correctly ranking them in terms of usefulness, cost-effectiveness and availability
4 / relevantfurther diagnostic investigations by mostly correctly ranking them in terms of usefulness, cost-effectiveness and availability
3 / further diagnostic investigations by ranking some of them in terms of usefulness, cost-effectiveness and availability
2 /  stating that further investigations were needed
1
  • interpret results
/ correctly interpreting all given investigation results to inform the management plan
5 / correctly interpreting most of thegiven investigation results to inform the management plan 3 / correctly interpreting at least half of the given investigation results to inform the management plan 2 / misinterpreting the given investigation results
1
  • design & justify management plan
/ designing and justifying a realisticand thoroughshort and long term management plan that:
clearly sets out chronological steps
explains indetail how symptoms/problems and underlying cause/s are to be safely and correctlymonitored and treated 5 / designing and justifying a realistic short and long term management plan that:
clearly sets out chronological steps
explains in detail how most symptoms/problems and underlying cause/s are to be safely and correctlymonitored and treated 5 / designing and justifying a realistic short and long term management plan that:
sets out chronological steps
states how most symptoms/problems and underlying cause/s are to be safely and correctlymonitored and treated
3 / designing and justifying a management plan that:
sets out some chronological steps
briefly indicates how some symptoms/problems are to be safely and correctlymonitored and treated
includes some sweeping statements or generalisations 2 / presenting generalised statements about management and treatment issues
1
using correct terminology
5 / using mostly correct terminology
3 / using some terminology
1
MARK
COMMENT