RSOM Faculty Development Guide: Start a Teaching Renaissance

 Evidence to be Gathered
Stage 2

W
 

H
 

E
 

R

E


T

O

Will the students...

• Know where they are going (learning goals), why (reason for learning the content) and what is required of them (goals, performance requirements, and evaluation criteria)?
   
• Be hooked engaged in learning the content?
   
• Have opportunities to explore, and experience ideas and receive instruction to equip them for the required performances? 
   
• Have opportunities to rethink, rehearse, revise, and refine their work based upon feedback?
   
• Have an opportunity to evaluate their work and set future goals?
   

• Tailored and flexible to address the learning of all students.
   
• Organized and sequenced to maximize engagement and effectiveness.

If the desired result is for the learners to…
 

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:

• 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.

• Hook students by showing them the patient interaction video.
• Have students watch the lecture "Chief Complaint and HPI" on Echo360.
• Have students review pages 3-11 in your ICM syllabus.
• Have students review the History Checklist which includes both the Chief Complaint and HPI. This checklist includes all the information that they should obtain when interviewing their patient.
• Have students meet with a fourth-year student to review the patient interaction and note rubric and get feedback on how they did.