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Proprietary Educational Teaching Modalities

Clinical Conversations™ Description
This teaching modality is focused on integrating best practices in Shared Decision Making (SDM) into clinical practice, especially as it relates to assessment and management in specific diseases. The Clinical Conversations™ format encourages use of SDM and improves skills in utilizing SDM in practice through technical and practical guidance using video-based demonstration. The faculty will refer to an established framework for SDM in healthcare, designed by Elwyn and colleagues (Elwyn 2012) and published in the Journal of General Internal Medicine. This approach identifies preference-specific decisions in care and applies the following approach to effectively engage the patient in the decision-making process:

• Choice Talk - The patient is provided with all of the reasonable diagnostic/management options available to them at any stage of the treatment process
• Option Talk - After patients gain comfort with the available options, detailed explanations of the possible treatment steps are discussed. Efficacy and safety of alloptions are clearly relayed to the patient.
• Decision Talk - Armed with the benefits and disadvantages of each option, the HCP engages and guides the patient to form preferences about next steps in management. The HCP utilizes a available decision support tools (e.g., Issues Cards, Decision Boards) to help the patient arrive at an informed decision.

This framework will be taught to learners in the context of encounters with different patients with a particular disease in different stages of the disease continuum, that require learners to make management and communication decisions, each of which will be followed by faculty feedback and peer benchmarking.

 

Clinical Convergence® Description
RMEI’s Clinical Convergence® platform engages learners by integrating the perspectives of actual patients, through video vignettes, with clinical content. The format is designed to facilitate acquisition and integration of new skills and behaviors by including patients as faculty and allowing them to share their experiences.

The activity features community practice-based encounters with one or two unique patients, engages them with patient data and insights, and challenges them with knowledge and competence-oriented questions followed by peer benchmarking and evidence-based explanations. Aspects of patient engagement and education are touched upon in the context of the management provided.

Video vignettes featuring the real patients and discussions between patients and clinicians are interspersed throughout the activity to encourage learner engagement and provide additional insights into patient assessment and management from a different perspective (the patient’s).

The structure and flow of the format is depicted below.

convergence

 

Clinical Reflections™ Description
The activity format is designed to engage learners through various interactive exercises that reflect familiar practice-based processes. It will challenge their clinical decision-making skills through the presentation of various scenarios in which errors have occurred, opportunities missed, or suboptimal care provided, as they work through a sequence of patient challenges.

The activity begins with a patient case scenario, to be followed by assessment and management questions that explore how the patient could have been managed differently and optimally. It facilitates reflection regarding management decisions, and allows the learner to gain insights from complications, errors, missed opportunities, or suboptimal care presented in the case scenario. Through a series of case scenarios, learners are able to modify their behavior and judgment based on previous experiences to prevent repetition of missteps that led to complications.

The structure and flow of the format is depicted below.

 reflections