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Stony Brook University

RSOM Faculty Development Guide: Start a Teaching Renaissance

This guide contains resources for the Renaissance School of Medicine faculty.

 

What to Consider

In Stage 2 we look at the desired results from stage one and ask ourselves how do we know students have achieved them.

Ask Yourself :

  • How will I know that students have achieved the desired results?
  • What will I accept as evidence of student understanding and proficiency?
     

It is Important to Vary Assessments

Assessing students is the only way you can know that they achieved the desired results.  It is important that you vary your assessments and make sure they are appropriate to desired results (learning outcomes).  The image below shows a bunch of common medical education assessments grouped by assessment type.

The Logic of Backward Design: Stages 1 and 2

This table illustrates how stages one and two of Backward Design work together.

Stage 1 Stage 2
If the desired result is for the learners to…
 
Then you need evidence of the student’s ability to…
 
So the assessments need to include some things like…
 
Understand that:
  • To derive at a differential diagnosis, it is important to obtain a history of present illness and a chief complaint from patients.
  • It is critical for a doctor to fully characterize the symptom in the HPI so they can properly diagnose the patient.
  • Acting professionally and having good communication skills in all interactions with patients is important to make the patient feel comfortable.
  • It is important to take detailed notes after an interaction with a patient.

And consider the questions:

  • What are the different components that make up a patient’s medical history?
  • What are the 7 attributes of the history of present illness?
     
  • Why do I need to isolate certain symptoms?
  • How can I successfully interview patients so that I get all the information I need to obtain a chief complaint and HPI?  
  • What information about the chief complaint and HPI is important to write in the post encounter note?

Identify/Explain:

  • Key terms-history of present illness, chief complaint.
  • The 7 attributes of the history of present illness.
  • Questions to ask to obtain a chief complaint and a history of present illness.
  • The items that make up the history checklist.
  • The components of the post encounter write-up.  

     

Apply:

  • Use appropriate communication skills when interacting with a patient.
  • Obtain a thorough HPI.
  • Use open-ended questions to elicit a chief complaint. 
  • Record the chief complaint and HPI after interviewing a patient.
     

 

  • Complete a multiple-choice quiz about medical history components.
  • Obtain an HPI on a standardized patient in the clinical skills center.  This activity will be recorded and evaluated according to criteria set forth in a rubric.
  • Obtain a chief complaint on a standardized patient in the clinical skills center. This activity will be recorded and evaluated according to criteria set forth in a rubric.
  • Complete the Chief Complaint and HPI portion of the ICM Note Template.