MIME-Version: 1.0 Content-Location: file:///C:/A4E9C637/SISessionStrategy1-2007.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Synthesis & Integration (S&I) session strategy

S= ynthesis & Integration (S&I) session strategy

&n= bsp;

Part= icipants:      Moderator

        &= nbsp;           &nbs= p;   Panelists

        &= nbsp;           &nbs= p;   Unknown Case presenter

        &= nbsp;           &nbs= p;   Students

&n= bsp;

Resp= onsibilities:

        &= nbsp;   The moderator:

        &= nbsp;           &nbs= p;   Will be a member of the relevant block team.

        &= nbsp;           &nbs= p;   Will moderate all S&I sessions of a given block.

        &= nbsp;           &nbs= p;   Communicate with the panel members and the unknown case presenter to insure that all are prepared for the upcoming session.

        &= nbsp;           &nbs= p;   Prepare a list of unresolved issues for discussion.

        &= nbsp;           &nbs= p;   Insure that an S&I quiz is prepared.

        &= nbsp;           &nbs= p;   Facilitate the student-faculty and faculty-faculty interactions.

        &= nbsp;           &nbs= p;   Serve as a time keeper to keep the session on track.

        &= nbsp;           &nbs= p;  

        &= nbsp;   Panelists: 

·        Review the cases.

·        Check Blackboard postings the night prior to= the S&I session for unresolved issues.

·         

        &= nbsp;   Unknown case presenter

§§§&n= bsp;

§§        &= nbsp;  


Time line of S&am= p;I sessions:

 

1)&n= bsp;     The week prior to the S&I session, the panelists are emailed copies of the CBL cases, the unknown case, the schema and the educational goals statement of the block along with a memo emphasizing the importance of coming prepared to the panel.  Preparation for the S&I panel includes reading the CBL cases and the unknown cases before the panel sessi= on and reviewing the questions posted on Blackboard by the students the night prior to the S&I session.

2)&n= bsp;     Introduction of the panel to the students.

3)&n= bsp;     First 15 minutes of the S&I sessions – discuss unresolved issues from CBL cases (as posted on Blackboard).

4)&n= bsp;     Progress into the unknown case – review the schema, discussing similarities and differences between clinical presentati= ons (utilize a student as a panel member)

5)&n= bsp;     Progressive disclosure

= a.      = Complaint

= b.      History and physical exam

= c.      = Construct a list of differential diagnoses (utilize student as a scribe)

This can serve as the first quiz question if desired.  If used = as a quiz question, discuss the differential diagnoses after collecting the pape= rs.

= d.      Request lab tests

&nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            i.   &nb= sp;  Discuss rationale behind the request for each

This can serve as the second quiz question.

= e.      = Primary diagnosis

= f.      =   PMPH issues related to the diagnosis

6)&n= bsp;     Review schema again, comparing and contrasting the S&I case with the CBL cases

7)&n= bsp;     An alternative to the qu= iz format described above, an S&I quiz can be given at the end of the sess= ion as described below, using another new case vignette.  

 

S&= amp;I quiz  (la= st 15 minutes)

a.&n= bsp;      Use case vignette with complaint, H&P

b.&n= bsp;     Ask students for list of differential diagnoses

c.&n= bsp;      Lab tests that will be requested and way

d= .   Review case vignette (last 5 minutes)