MedEdPORTAL (Mar 2007)
Delirium, an Interactive Learning Experience
Abstract
Abstract It is important to expose medical students to a geriatrics curriculum. This resource is a case about delirium designed to create active-learning groups among third-year medical students. At our institution, it is delivered as part of a 2-hour workshop, but it can also be offered on its own. The total time required for this case is about 40 minutes. Presentation of the case is followed by discussion within small groups of learners (about 10 students each). Each group is given 15 minutes to review the case and identify salient aspects of the history, physical examination, risk factors, and management options. Then, the whole group of learners (about 30 students at our institution) reviews the information and conclusions of each small group through a discussion facilitated by a faculty member. The facilitator, equipped with the standard answer key, checks off the correct answers from each group on the key. The facilitator also highlights key teaching points and fills in unanswered questions, thereby providing the students with a rewarding learning experience. At the end of the session, the group with the highest number of correct answers receives a gift. The competitive nature of the interaction encourages active participation by the groups. Assessment of the achievement of the learning objectives is done in a subsequent OSCE session where the students are required to evaluate a patient presenting with delirium. This approach has been well received by our students. Evaluations obtained from them in the last 3 years indicate that they find this method of education very valuable. This resource forms a part of the Reynolds Program on medical education in geriatrics at the Emory University School of Medicine. The target population of third-year medical students constitutes a prime entry point for creating and mobilizing interest in geriatrics. This exercise offers them a learning opportunity that can facilitate growth in the knowledge of geriatric medicine required to build a professional expertise bank catering to the growing US geriatric population, as well as to pass on such knowledge and skills to future generations. We have developed and included a Likert-scale questionnaire to allow future learners to evaluate the utility of the resource.
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