Blog Tag: prepare for clinic
Lessons Learned from COVID: Trends & Teaching Strategies
November 30, 2020 | Perspectives
As the pandemic caused widespread disruption, Aquifer saw an unprecedented jump in the use of our cases–and many innovative ways to use the cases across curricula. Through our grant applications and many ongoing conversations with educators, we were able to identify trends and challenges and gather success stories and strategies to share.
Covering ARC-PA Standards & Supporting SCPEs with Aquifer Custom Courses
October 28, 2020 | Perspectives
We all know that every student will have a slightly different experience in each of their supervised clinical practice experiences (SCPEs). At our program, we’ve been using Aquifer cases to augment learning, build key communication skills, and supplement clinical experiences to meet ARC-PA standards.
Virtual Radiology Clerkship to the Rescue
October 6, 2020 | Perspectives
When the pandemic hit, Harvard Medical School called upon the radiology clerkship committee to provide a virtual clerkship. With one week of preparation, we constructed the 4-week clerkship around the 19 Aquifer Radiology modules and a combination of large group lectures and small group homerooms.
Student Experience: Bridging the Gap Between Coursework and Patient Care
September 17, 2020 | Perspectives
This summer I began my first clinical rotation of my third year in Family Medicine. Due to local COVID-19 precautions, the first half of our rotation was being conducted virtually. During that time, we were encouraged to complete the Aquifer Family Medicine cases. In my experience, the cases were a helpful bridge to patient care from my coursework…
Easing the Transition to Clinic: An Approach to Preparing Students
September 10, 2020 | Perspectives
This year, COVID added additional challenges to the difficult transition from pre-clinical to clinical/clerkship years by limiting student and faculty interactions during the traditional orientation week. We used Aquifer to create an online Orientation Course for our LIC students that addressed multiple key concepts and facets of the transition to the clinical/clerkship years and allowed our team to focus our limited in-person time on crucial activities.
Student Perspectives: Practical Tips for Assigning Cases
June 24, 2020 | Perspectives
Students provide consistently high rankings for Aquifer as reported in our five-star rating feedback data, but how and when cases are integrated into the curriculum can have a significant impact on their learning. Find out what themes emerged when we ask students what methods are most effective–and discover practical tips for assigning Aquifer cases based on student feedback.
Making Connections Throughout the Curriculum
June 10, 2020 | Perspectives
We have integrated Aquifer Geriatrics cases in several different ways throughout our Geriatrics and Healthy Aging Curriculum thread. First-year students have a modified team-based learning session around the Dementia case. In the third year, cases prepare students for oral presentations on rounds…
Hospital Systems Learning: A Virtual Case-based Framework
May 12, 2020 | Perspectives
For those of us using virtual education time to prep students for eventual return to clinical settings, using an Aquifer case as a framework for an interactive orientation or hospital operations training session will better prepare students and interns to hit the ground running and take full advantage of rotations which, in many cases, have been shortened in duration.
Building a Core Clinical Virtual Integrated Curriculum
May 11, 2020 | Pearls
Due to curriculum modifications related to the COVID-19 pandemic, our clerkship directors were charged with developing a virtual curriculum to keep students engaged in clinical learning activities while suspended from participation in face-to-face clinical care. Rather than develop a virtual curriculum for each individual clerkship…
The Pre-Clinical Pace: Using Cases for Early Learners
April 30, 2020 | Pearls
If you want to use Aquifer cases as a clinical correlate in basic sciences classes just assign one case per week (e.g. pediatric case about cystic fibrosis in a genetics course; internal medicine case about anemia in hematology course). Students at UW have told me that this is about the right number of cases because the case content is complicated for early students. Students can work independently through the case and you can use it as context for discussion about how the basic science helps explain the clinical presentation–getting to the “why” behind how patients present as they do!
