Class-Discussion as an Effective Form of Study Internal Medicine

In order to improve the quality of studying of fourth-year students of the Medical Faculty and the Foreign Citizens Training Faculty, as well as to intensify the educational process at the Department of Internal Medicine, Clinical Immunology and Allergology of Ivano-Frankivsk National Medical University a modern class-discussion was introduced. For a successful discussion a clear organization of the class has been proposed. It implies careful planning, clear implementation of the rules of the discussion by all its participants, compliance with certain regulations. The class-discussion consists of the following main stages: entrance testing by QR-code for quick assessment of the level of knowledge and obtaining rating indicators from individual sections of the discipline; short summary multimedia presentation on modern methods of diagnosis and principles of treatment of the diseases of a certain profile; application of the elements of role-play (simulation): students’ role-playing of the patient, family doctor, laboratory doctor, doctor of functional diagnostics, doctor-specialist, the head of the hospital with the subsequent modeling of various clinical situations. Thus, the class-discussion in the proposed form with elements of interactive learning is a versatile type of practical lesson, which increases students' ability to think analytically; develops research, communication, heuristic, and leadership skills as well as the ability to make informed decisions about the patient's further clinical route. It contributes to the consolidation and integrated application of the knowledge obtained during the study of the discipline.

Implementation of a Multi-Modal Palliative Care Curriculum for Pediatric Residents

Objectives: To evaluate the feasibility and efficacy of a new multi-modal pediatric palliative care curriculum. We sought to determine the effect on comfort in palliative care, knowledge, and change in behavior by utilizing these skills with patients, and determine which modalities were most effective for residents. Study Design: 25 pediatric residents were exposed to the 4-part curriculum. The modalities utilized in this curriculum included didactics, role-play, videos, case-discussion, small group activities, simulation, poetry and reflection. Results: The pediatric residents self-reported an increase in comfort and knowledge of the components of pediatric palliative care after this curriculum. In addition, 74% of residents were able to identify a patient experience in which a component of the palliative care curriculum was utilized directly in patient care. The effectiveness of techniques utilized in this multimodal curriculum varied; residents reported that the poetry and reflection components were less effective, as compared with the role-play, simulation and other active learning components. Conclusions: Implementation of a multi-modal palliative care curriculum was effective in increasing knowledge in palliative care, comfort in breaking bad news, and caring for patients with palliative care needs. This can be translated into a change in behavior to utilize these new skills in the care of various patients in pediatrics. Among the various techniques used to teach this curriculum, residents reported that the techniques that most incorporated active learning and were directly applicable to the professional role of the resident were rated most valuable. This curriculum was well received, feasible and effective for pediatric residents.