Diagnostic Challenge: Facilitators
Facilitator Documents - forms, checklists and docs
 |
The
art of teaching is the art of assisting
discovery.
--Mark Van Doren |
Welcome to the facilitator page. Below you will find all the need
information, forms, links, and check lists. It is broken down into subcategories
to assist in finding the needed material in an organized fashion. The Diagnostic
Challenge has been a great success because of dedicated people as yourself.
Thank you for taking the time out of your already busy schedule to help shape
our young minds and to be the "wizard behind the curtain."
Instructions for WSU Library Access for
CVM/DC adjunct faculty - see Services for
Veterinarians
Commonly used DC Links:
Click on activity/day or
Facilitator "To Do" Pre-DC Checklist - Please check these out and plan
ahead. Try to make sure your client feels comfortable & prepared.
Pre-DC (prior to the DC - starting several weeks
before the exercise)
Prior to Monday, you must have prepared [1]
Clinic Scenario (need to revise for email delivery) and [2]
Client's Day 1 script.
1. Clinic Scenario:
Geographic location, Clinic capabilities, and
Appointment (signalment & client complaint).
Give the clinic capabilities some careful
thought so that it fits well with your case.
You will email this information to your student
clinics - typically early morning of Day 1 (a
few cases call for early emailing). -
Examples of Clinic Scenarios
2. Client Script:
Remember that clients should receive information
for Day 1 ONLY, so that they don't know what's
coming and don't know the Dx. Additional
information is provided during each submission
period & the facilitator should be working
closely with his/her client. - Example of client
scripts -
Day 1
DC Week (This "to do" checklist includes things to do and remember
during the exercise)
The Facilitator provides case-specific information-
emailed to client and hard copies inserted into Client Handbook
Day 1 client script - complaint, history, specific
instructions, answers to questions
Clinic scenario - Copy of what students will be emailed
and/or receive in their folders
Copy of the DC Handout and Schedule that all student received
Color photo sheets - of students in client's groups (provided
by Steve and Rachel- via BCU)
Client Handbook: There is a link to the
contents of the handbook in the
DCInstructorsOnly folder (for off campus access click
HERE) or learn more on the
client
website.
Copy of DC Handout & Schedule:
2012 DC2
Room Assignments & Contact Info: 2013 DC1
Student Information:
-
2013 DC1 student email addresses
-
2013 DC1 clinic assignments
-
Student Photo Sheets: 2013- DC1 Color photo arrays of each
group for clients & facilitators. Hard copies will be or have
been provided
Agenda/Script for First Meeting with Students (A potential
itinerary for your first Tuesday AM meeting with students. You can fill in the
room numbers & give this to them if you want.)
Forms:
Resources for writing and evaluating SOAP's:
Checklist - to insert into medical records daily (these are now included in
the students' Clinic Folders, so you shouldn't need to insert them. They are
intended to help the students keep their record organized and get their final
tasks completed.
Tentative
Itinerary (Please
PRINT and bring to debriefing session)
- Do you have any additional business with the
client? Final communication, etc.
- Declare the case officially ENDED. Hurrah!
- Introduce the client
(true identify) and provide a bit of background.
Ask the client to provide feedback to the clinic
and individual students' regarding his/her
impressions, interactions, suggestions, etc.
Disclaimer:
First, remind the students that what they are
about to hear is just ONE PERSON'S opinion,
although it is an honest impression.
- Provide students with information and
OUTCOME on real case - if it exists. If the DC
case is a composite, share some information
regarding the real life cases on which this DC
exercise was based.
- Students always want to know
about the real animal and how
they performed relative to what
was really done.
- Students often want to know
how their approach compared to
approaches taken by other DC
groups working on the same case.
- Provide facilitator
feedback to each group
- The group's approach to case
- Things that were missed or
not adequately considered
- Medical records and SOAP's
- Knowledge base and Research
efforts (did they come back
BETTER prepared?)
- Focus on the PROCESS of
working through the case
- See the DC web site for some
of the items on the final
evaluation form.
- How did your group work? How do you think
your interactions with the client went?
- Stress the importance of the LEARNING
ISSUES. Ask,
“what do YOU think were the
important learning issues in this DC case?”
- Ask the students for
feedback
- On the case – is it a good
case and should we use it again?
- On the client and
facilitator – suggestions,
improvements needed?
- On the DC exercise itself
- Ask them again how their
group worked – Were there any
problems they want to talk
about?
- Remind students that they
will have an opportunity to
provide written comments later.
- Provide some final
instructions regarding Presentations,
Handout, and final Medical Record.
- HANDOUT:
The intention of the handout is
to be a supplement form that
would be used in a Continuing
Education (CE) case presentation
that the clinic would be giving
to colleagues in a practice or
at a local conference. It is a
take away from the PowerPoint
presentation and disease -
For more details
- Images are posted in the
shared Diagnostic Folder under
the case, facilitator or animal
name. Use these images in
PowerPoint as they deem
appropriate. When using graphics
and figures in the handout,
ONLY
less than
25% of space can be used.
- Be sure to use and be able
to explain any
radiographic/ultrasound images,
including POINTING OUT the key
features. Ask for help if
needed.
- Handout and Presentation
instructions are on the DC web
page. You can offer to proof the
student handouts and provide
preliminary feedback if you want
to. Warn students not to wait
until the last minute.
- Presentation: Clearly
explain pathogenesis and
pathophysiology – explain the
clinical signs
- Literature Search –2-3 key
references printed out, screened
by the
clinic's Literature Search
Consultants for verification,
and included in clinic folder.
Textbook references are
discouraged!
WARNING:
This has been a
problem in
recent years as
many students
are just going
through the
motions. Please
explain that
students are
expected to
attach a copy of
a well done
literature
search (relevant
article) in
English.
- Be sure to consider
and share any SPECIAL
instructions or recommendations
regarding presentation of the
case at hand.
We're almost done,
but there are still a number of tasks that need attention to
bring the exercise to a close and make sure the case you
facilitated is left in good condition for the next time it is
used.
NEEDED Forms
to be submitted:
Client's
evaluation of
each clinic
- If you
don't have it,
just assume that
the students
received ALL the
client points
and proceed. We
can deduct
points later is
necessary, but
students usually
get all the
client
evaluation
points.
Student's
Evaluation of DC
(and their
classmates
presentation)
- Typically provided as hard copies at DC Grand Rounds, students hand these in after the exercise
- This is also the form they use to score their peers for the 5 peer points
- If you want, you can hand these out (1 per student) at the Debriefing session
