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Implementation
  Communicating with the Tired Patient Context Reflections
Designers Voice - Context
 

Sequence

 

The learning design involves students conducting a simulated clinical interview. The main resource is an interactive multimedia program. View the Learning Design Sequence for a graphical representation of this learning design.

         
 

Tasks

 

Students can elect to complete a short introductory tutorial or jump straight into an interview with a patient. The tutorial provides students with information about the goals of a good clinical interview and some of the barriers to good communication in a clinical setting....

         
 

Resources

 

The interactive multimedia program itself is a self-contained self-directed learning resource which supports a broader curriculum...

         
 

Supports

 

Students are encouraged to discuss their learning outcomes after they have used the program with their Introduction to Clinical Medicine tutor. Before conducting an interview, students are able to complete an Introductory Tutorial which is also regarded as a type of support...

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Implementation
 

Setting Notes

 

The interactive multimedia program is designed to be used by students alone. As the program is a self-directed learning resource, the size of the cohort able to use the resource will be determined by the delivery environment...

       
 

Outcomes

 

Identifying a patient's problems in a clinical interview is a complex skill that health professional students must acquire. Too frequently health professional students fix on the biological aspects of a patient and ignore social and psychological factors that may be contributing to the patient's problems...

       
 

Assesment

 

Assessment in Introduction to Clinical Medicine is formative via regular feedback from the tutor, and summative, through a video-taped interview of a simulated patient which is marked by observing examiners...

       
 

ICT Contribution

 

A clear advantage of the program is that it allows students to repeat an interview, selecting alternative pathways and reflecting on how changes in their interview technique can alter the outcome...

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Reflections
 

Pedagogy Notes

 

Communicating with the Tired Patient broadly follows constructivist principles of teaching and learning. More specifically, the program follows a situated model of learning by requiring users to play the role of a doctor in a clinical encounter...

       
 

History

 

The original concept was conceived by Teng Liaw and Ruth McNair from the Department of General Practice at The University of Melbourne...

       
 

Evaluation

 

The program was modified after its initial implementation which was the subject of an extensive formative evaluation...

       
 

Designer Debrief

 

The cases used in the clinical interviews were specifically selected to provide students with a mix of ethnicity, gender and age. Students can choose to be either a male or a female doctor reflecting the gender balance both in the cohort of students and the profession. The use of a variety of cases in the final version of the program will encourage students to consider how interviewing skills may need to be modified to suit different patients and situations....

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