MedEdPORTAL (Feb 2012)
Nausea and Vomiting
Abstract
Abstract The topic of nausea and vomiting is quite complex and shares a “medical knowledge home” between multiple disciplines (gastroenterology, endocrinology, anesthesiology, pediatrics, neuro-psychiatry, etc.). This makes it confusing for medical students. The presentation of materials in a clinically-applicable, yet basic-science grounded way, makes this topic more approachable. This resource contains PDF and Word files containing a cover letter, lecture, and small-group discussion materials for use in presenting the topic of nausea and vomiting at an introductory level to medical students. These resource materials are intended for teaching of medical students, years 1 through 4 (depending on medical school's type of curriculum). The lecture presentation followed by small-group work on clinical cases related to the lecture topic promotes student interest and self-preparation. A standard 50-minute introductory lecture followed by a 30–60 minute small-group session is recommended. Ideally, there would be study time allotted between the lecture and the small group session. Student feedback showed that 100% of those surveyed agreed with the following evaluation statements: “Students know what they are expected to learn,” “Learning objectives were adequately addressed,” “Materials required by this faculty member helped me meet the learning objectives,” “The materials were presented in a well-organized manner, the information was presented in a logical sequence and tied together by the end of the session,” “This faculty member encouraged me to actively think about the materials she presented,” and “The handouts, slides and other A/V materials were helpful in promoting learning.” The student comments on the teaching evaluation of the lecture and small group sessions on nausea and vomiting indicated that the students liked “the straightforward lecture and clarity of the material,” and considered the material “very detailed and applicable to real life, explains reasoning behind clinical decisions well.”
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