Council on Medical Student Education in Pediatrics

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COMSEP 2010 Albuquerque Meeting

IMPROVING ORAL CASE PRESENTATIONS: AN INTERACTIVE WORKSHOP

Authors:
Jeffrey L. Foti, MD, Phoenix Children's Hospital, University of Arizona-Phoenix Campus, Phoenix, AZ

 

 
Background:  Although the  oral case presentation is one of the paramount forms of physician communication, relatively little formal education and time is dedicated to preparing medical students for this skill. An interactive workshop was offered to incoming third year medical students to address this need. Methods:  Fifty-eight incoming third year medical students participated in an afternoon workshop designed to improve the knowledge, skills, and clinical reasoning of oral case presentations.  Didactic sessions, followed by direct observation of videotaped scenarios was utilized for students to critique and practice the above skills.  The students were divided into seven groups, with each group lead by pediatric faculty.  Students were asked to complete a pre and post survey questionnaire on their perceptions about the workshop.
Resullts:                                                                                                          Pre-mean   Post-mean    T            df             p-value

I am comfortable with my oral case presentation skills
2.7
3.66
7.07
104
<0.00001
I am confident with my oral case presentation skills
2.47
3.62
8.10
104
<0.00001
I am anxious about my oral case presentations
4.04
3.28
-5.46
104
<0.00001
I am knowledgeable about the ideal oral case presentation
3.19
4.06
7.12
104
<0.00001
I understand the process of clinical reasoning
3.25
4.06
7.69
104
<0.00001
I am comfortable critiquing oral case presentations
2.87
4.04
9.71
104
<0.00001
This workshop was a valuable educational experience
 
4.60
N/A
N/A
N/A

Conclusions:  An afternoon interactive workshop was successful in improving students’ perceptions of their oral case presentation knowledge, skills and clinical reasoning.  While it remains unclear if these self-perceptions will translate into improved clinical practices, the workshop was viewed as a valuable educational experience by the students and serves as a venue for continued student and faculty development.