session number 308 great minds don’t always think...
TRANSCRIPT
Session Number 308 Great Minds Don’t Always Think Alike
Amanda DeVoss, MMS, PA-C
Purpose of this Activity
• Teaching critical thinking – The process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing and evaluating information to reach an answer or conclusion.
• Learning objectives – Compare and contrast different styles of history
taking – Formulate a differential diagnosis – Discuss how history questions evolve based on a
patient’s answer
Methods
1. Pre-clinical rotations—student self-evaluation of skills
2. Developed an interactive session “Great Minds Don’t Always Think Alike” session
3. Evaluation of session
Results
• Pre-rotation self-evaluation, n=27 • Evaluation of session, n=34
Pre-Activity QuestionnaireHow Comfortable are you with Formulating a Differential Diagnosis?
Very Uncomfortable
Uncomfortable
Neutral
Comfortable
Very Comfortable
0 4 7 11 14
Pre-Activity QuestionnaireHow Comfortable are you with Changing History Questions based on Patient's Answers?
Very Uncomfortable
Uncomfortable
Neutral
Comfortable
Very Comfortable
0 4 7 11 14
Pre-Activity QuestionnaireHow Comfortable are you with Developing Critical Thinking Skills?
Very Uncomfortable
Uncomfortable
Neutral
Comfortable
Very Comfortable
0 5 10 15 20
ResultsHow satisfied were you with this activity?
Very Dissatisfied
Dissatisfied
Neutral
Satisfied
Very satisfied
0 5 10 15 20
97% student satisfaction
ResultsDo you feel this activity was a good use of your time?
No
Yes
0 10 20 30 40
97%
Please comment on why you did or did not find this time useful.
• “It was really great to see how different approaches can arrive at the same conclusion”
• “It was great to see how faculty interviewed the patient based on their background”
• “Nice to see the thought process and the different styles to get to the same end. I incorporated some of the style in my practice now”
ResultsPlease rate the effectiveness of this activity in:
Appreciating how different practice environments shape your approach to a patient's presentation
Taking a patient's history
Applying didactic knowledge to clnical settings
Understanding the relevant parts of an HPI
Changing history questions based on patient's answers
Formulating a differential diagnosis
Developing critical thinking skills
0 8 15 23 30
Very ineffective Ineffective Neither Effective Very effective
Please comment on the value of having the faculty play the provider and standardized patient roles.
• “I think the faculty as a provider was great because we appreciate your knowledge and skill as a PA. To see even YOU miss pertinent questions or miss a differential diagnosis is valuable to see.”
• “It was beneficial for us to see them struggle with things we struggled with as well - to know that we're not supposed to be "perfect" yet”
• “It is actually very reassuring and helpful to watch the faculty work through a case and see how they think through things differently from each other. And it made it fun and interesting.”
Please list the strengths of this activity.
Discussion
• Worth their time • High satisfaction • Effectiveness of the activities goals
Thoughts for the Future
• Post-clinical rotations self-evaluation survey
• Expanding to a larger audience • Smaller groups • Students vs. Faculty
