This design features three (3) multidisciplinary or multispecialty clinical experts in a particular disease state along with one (1) patient living with the same disease. Collectively, these experts engage in an interactive panel discussion, augmented by slide presentations that provide evidence to support different aspects of the discussion, as well as audience polling questions that assess impact relative to the learning objectives. This design allows for a lively expert exchange that also involves the clinician learner directly.
Clinical faculty will incorporate patient case scenarios to demonstrate how their insights can be integrated into patient care. The patient highlights aspects of their own care process, with reference to key clinical points from the case scenarios and emphasis on capturing ‘teaching moments’ that demonstrate the differences between patient and provider perceptions of ideal patient care. Content includes discussion of patient engagement through shared decision making, encouraging clinicians to appropriately collaborate with patients.
This design engages learners by integrating the perspectives of actual patients, through video vignettes, with clinical content. The intent is to facilitate acquisition and integration of new skills and behaviors by including patients as faculty and allowing them to share their experiences.
Focused on clinicians in community practice, Clinical Convergence® features encounters with 1 or 2 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.
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 disease states.
The Clinical ExchangesSM design encourages use of SDM and improves skills in utilizing SDM in practice through technical and practical guidance using video-based demonstration.
|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. The framework is taught to learners in the context of encounters with different patients, each in different stages of a particular disease continuum, requiring them to make management and communication decisions, each of which is followed by faculty feedback and peer benchmarking.|
This design features three (3) clinical experts (specialists in a particular disease state) engaged in an immersive panel discussion, with intermittent slide presentations that provide evidence to support different aspects of the discussion, as well as audience polling questions related to the learning objectives for the meeting.
The panel also includes one (1) patient who highlights aspects of their own care process, with reference to key clinical points from case presentations and emphasis on capturing ‘teaching moments’ that demonstrate the differences between patient and provider perceptions of ideal patient care.
The activity format is designed to engage learners through various interactive exercises that reflect familiar practice-based processes.
This format 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.
This design utilizes HD video or video conferencing to showcase the insights from 3 specialist faculty as they come together to resolve challenging patient cases submitted by community-based clinicians across the United States. These cases are solicited through a nationwide media campaign encompassing prior educational activities, podcast, internet radio, and HTML e-mails, and only a select few cases are chosen in each iteration. Others are archived for use in future research. Another key feature of this design is the inclusion of interactive questions that allow learners to engage with the cases and participate in management decisions.
This educational design provides an insightful, lively dialogue between experts and creates a meaningful connection between leaders in the field and those clinicians in busy community practice. Learners will gain privileged insights into the treatment strategies of medical experts, where each faculty provides opinions and suggests optimal resolutions to the selected patient challenge.