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Abstract This module portrays a simulated patient who presents to a clinic or Emergency Room with a complaint of blurry vision. The purpose of this simulation is to promote effective history taking and evaluation in order to differentiate cranial nerve disorders from less worrisome pathologies. A significant limitation of live standardized patient interaction is the difficulty in reproducing clinical findings in various conditions. Therefore, medical students are often taught diagnostic skills for evaluation of cranial nerve injuries in a low fidelity manner, mainly where the injury is described, and the student is able to visualize still images of the anticipated clinical findings. The current simulation incorporates not only an accurate depiction of the clinical findings, but an opportunity to dialogue with the patient to ascertain important history information. By integrating the ability to perform a history and evaluate a realistic representation of the clinical examination findings, we anticipate a significant enhancement in medical student learning of various pathologies.

Abstract This module portrays a simulated patient who presents to a clinic or emergency room with a complaint of double vision. The purpose of this simulation is to promote effective history taking and evaluation in order to identify a potentially life threatening cranial nerve disorder. A significant limitation of live standardized patient interaction is the difficulty in reproducing clinical findings in various conditions. Therefore, medical students are often taught diagnostic skills for evaluation of cranial nerve injuries in a low fidelity manner, mainly where the injury is described, and the student is able to visualize still images of the anticipated clinical findings. The current simulation incorporates not only an accurate depiction of the clinical findings, but an opportunity to dialogue with the patient to ascertain important history information. Once the user has completed their evaluation, they view a brief lesson plan that reinforces the pertinent history bullets and examination findings related to the pathology. Further, the plan goes on to briefly discuss the appropriate management of the patient. By the completion of this lesson, users should be comfortable identifying an oculomotor palsy and should consider the possibility of a life threatening condition such as a cerebral aneurysm. The module has been packaged to include all necessary resource files and materials. The learner should take approximately 30 minutes to complete the interaction and lesson plan. The program does have basic hardware and software requirements. This program was developed at the University of Florida, in conjunction with collaborators at both the University of Central Florida and the University of Georgia. It was implemented in the Florida curriculum for second-year medical students. The concept was to design a realistic patient interaction experience utilizing a virtual patient. The benefits of virtual patient interactions are numerous, and include standardization, opportunity for repeat interactions, and presentations of clinical findings that may be readily reproducible in human actors. By integrating the ability to perform a history and evaluate a realistic representation of the clinical examination findings, we anticipate a significant enhancement in medical student learning of various pathologies.

Abstract Background Professionalism instruction and assessment is a core component of medical education, and essential for professional identity formation (PIF). Thus, understanding the socialization of medical students to the values of the profession (i.e., medical professionalism), and how these may evolve, warrants continued understanding. Methods The purpose of this study was to examine and compare pre-clerkship (first and second year) medical students’ perceptions of professionalism. First and second year medical students participate in this study. This was a two-phase mixed-methods cohort study conducted across two academic years (2014–2015 and 2015–2016). In Phase I, first and second year medical students participated in a nominal group technique (NGT) session. NGT data was analyzed qualitatively to generate a card-sorting exercise of professionalism attributes for Phase II. In Phase II, data from the sorting task was analyzed using Principle Component Analysis (PCA). Results The PCA for first year students derived a 7-factor solution. Factors (i.e., professionalism domains) identified were: Self-management and patient-centeredness, ethics and professional reputation, dependability, self-awareness and self-improvement, image, proficiency and lifelong learning and integrity. The PCA for second year students derived a 5-factor solution; factors identified were: “Good Doctor” attributes, responsibility, ethics, innovation and self-improvement and unbiased. Conclusions Identification and organization of attributes into an overarching professionalism mental model provide a window into the active reconstruction of students’ professional identity during the nascent stages of medical education. M1 professionalism domains were more consistent with the conventional professional image of the physician (e.g. Ethics and Professional reputation, Dependability, Integrity), whereas, M2 domains reflected a more global view (e.g., “Good Doctor” attributes, Responsibility, Ethics). This study provides a lens into the dynamic nature of students’ PIF and encourages educators to evaluate PIF pedagogy at their own institutions.

Los temas abordados son cirugía de la papila, las odditis y el cáncer ampular