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Clinical Simulation Feb. 20 J 2024

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Jonah Mae Sampang
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31 views4 pages

Clinical Simulation Feb. 20 J 2024

Uploaded by

Jonah Mae Sampang
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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DEPARTMENT OF MEDICINE

Small Group Learning (Clinical Simulation Case based Discussion)


Feb. 20, 2024

General Instructions
• The case will be given by 1000H, Feb. 20, 2024 to simulate a clinical encounter.
Students need to work as a team and produce the required output.
• Students must proceed to their room assignments by 10:00H, and must log into
the Zoom breakout rooms.
• Two leaders were randomly chosen to facilitate the group discussion and will serve
as the rapporteurs for the plenary session.
• Leaders may delegate different tasks to other members of the group.
• The faculty preceptor will release additional clinical information in the chatbox
during the breakout session, which will simulate release of lab results. Leaders
must take note of this.
• Complete uniform and with ID.
• After the group discussion, all students will proceed to Rm 1107 for a plenary
session by 11:15H.
• The group output for the case-based discussion (power point presentation) must
be submitted through Neo LMS on or before 17:00H.
• Strictly no audio/video recording during SGL’s.

Module A: Clinical Simulations

This is a faculty-guided case-based discussion, that is meant to enhance the


critical thinking and clinical knowledge; communications skills; interpersonal
and social interaction; and presentation skills of the students, while dealing with
simulated clinical scenarios. Specifically, each group will be assigned a case,
which will be provided in advance so that all members of the group will be able
to do their individual reading and actively participate in the discussion. Students
will be instructed to simulate the role of a physician faced with various clinical
scenarios and work together as a team.

Team Reflection

A case presenter/leader will be assigned by the faculty randomly to read the


assigned case, including his/her own answers to the guide questions. The
case presenter will then ask the other members of the group for their own
perspective/approach to the case. One or two student secretaries will be
assigned to take note of the inputs of the group and collate the collective
plans of the different members. The faculty will facilitate the discussion by
pointing out misinformation that were raised or to point out the most helpful
information regarding the case. A power point presentation will be generated
by the group for plenary presentation.

After the team reflection, the groups will meet for a plenary discussion, wherein
1 to 2 reporters will be randomly chosen by the faculty facilitator from the
representative groups, and will be tasked to present for 5 to 10 minutes. No
more than 10 slides must be shown during the plenary session per group.
Questions may also be asked by the preceptors during this time, but will only
be limited within the scope of the guide questions.

Power point slides shall be converted to PDF and must be submitted


through STeP UP (Neo LMS) on Feb. 20, 2024, 1700H per group (including
the attendance). Individual written report will be submitted on Feb. 26,
2024, 0800H. No extension will be given. Deductions will be imposed for
late submission.

Recommended schedule of activities


SGD (Small room) Team reflection: 75 minutes
SGD (Small room) Synthesis and feedback: 40 minutes

Objectives
At the end of the session, the student must be able to:
1. Integrate knowledge from the basic science and integrate it with
concepts of internal medicine;
2. Enumerate the salient features of a case and come up with differential
diagnoses;
3. Explain the pathophysiologic basis of symptoms and correlate this with
the clinical manifestation;
4. Identify key diagnostic tests and explain its utility in confirming the
diagnosis and subsequent management, and;
5. Create graphical representation of clinical information using concept
maps (mechanism map), Venn diagrams and illness scripts.
Guide questions for group presentation
1. What is the main problem of the patient? Create a problem representation for this.
2. What are the salient features of the case? Enumerate the pertinent positive and
negative subjective and objective findings in order to define your differential diagnosis.
Use a 2x2 table for this.
1. Give the pathophysiologic explanation for the symptoms and PE findings.
Present this as a concept map.
2. What are your differential diagnoses? Give at least 3 valid DDx. Explain why you
considered it using the pathophysiologic mechanism of the signs and symptoms.
Explain why that differential would be the less likely primary impression. Use a Venn
diagram and an illness script for this.
3. What are the diagnostic test/s that is/are needed to confirm your impression at the
time that the patient was seen? Use another concept map to show a systematic
approach to this problem.
4. What are the diagnostic hallmarks/pathognomonic findings? Include this in your illness
script.
5. What is the primary impression and explain your basis for this.
6. Formulate a general treatment plan. What are the current treatment guidelines?
Should there be a need for specialist referral? Please state your reasons.

______________________________________________________________________
Instructions for individual report
Part 1: Create a narrative write-up following this format:
1. Problem representation
2. Salient features
3. Differential Diagnosis (at least 3) with rationalization why it was considered and
why it should be discarded
4. Explain the pathophysiologic manifestation of the disease for all three DDx
5. State the final diagnosis. Explain why this is the most plausible.
6. Diagnostic plan. Prioritize and rationalize the laboratory and imaging tests that
needs to confirm diagnosis and how will the results affect your management
7. Therapeutic plan and Preventive strategies (if applicable)
8. Citations/References

Part 2: Situational analysis and reflective writing


You are the primary physician of this patient. You wish to transfer the patient to the
emergency room (ER) due to her deteriorating status. Using the ISBAR format to
communicate to the other members of the healthcare team (e.g. clinic nurse, medical
technologist, respiratory therapist, ER charge nurse and medical clerk), create a short
endorsement/transfer note for this patient (maximum 200 words).

After you have endorsed the patient to the ER personnel, the patient’s son verbalized that
he is apprehensive that his mother’s health coverage (HMO: Medicard) may not be
enough to cover for her medical expenses. What are the other health
benefits/subsidies which the government offers? How will you communicate this
to your patient’s family? (maximum 200 words).

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