In Weeks 4, 7, and 9 of the course, you will participate in clinical discussions called . In one of these three weeks, you will be a presenter as well as help facilitate the online discussion; in the others you will be an active discussion participant. When it is your week to present, you will create a Focused SOAP note and a short didactic (teaching) video presenting a real (but de-identified) complex patient case from your practicum experience.
Introduction
Clinical discussions play a crucial role in healthcare education as they allow students to develop their critical thinking and problem-solving skills, while also providing a platform for knowledge sharing and collaboration. This assignment focuses on the student’s participation in clinical discussions, particularly the role of being a presenter and facilitator in these discussions. In this context, students are required to create a Focused SOAP note and a didactic video, presenting a real yet de-identified complex patient case from their practicum experience.
Clinical Discussions and Their Importance
Clinical discussions offer a valuable opportunity for healthcare students to apply their theoretical knowledge to real-world patient cases. By engaging in these discussions, students can analyze complex clinical scenarios, enhance their decision-making abilities, and develop their clinical reasoning skills (Thistlethwaite, 2007). The facilitated nature of the discussions allows students to learn from one another’s experiences and perspectives, fostering a collaborative learning environment. Additionally, clinical discussions encourage students to reflect on their own practice and improve their ability to communicate effectively within interdisciplinary teams.
The Role of the Presenter and Facilitator
In the assigned weeks, students are given the opportunity to take on the role of the presenter or facilitator during clinical discussions. As a presenter, the student will create a Focused SOAP note and a didactic video to convey the details of a real and complex patient case encountered during their practicum experience. This process allows students to demonstrate their understanding of the patient’s condition, their ability to critically analyze the case, and their communication skills in presenting the information effectively (Dutton et al., 2012).
The Focused SOAP note is a concise documentation format commonly used in healthcare settings to record pertinent information about a patient encounter. It stands for Subjective, Objective, Assessment, and Plan, reflecting the four key components of the note. The structure of the Focused SOAP note helps to organize the information systematically, providing a clear overview of the patient’s current status, assessment findings, and the proposed plan of care (Price & Kirkland, 2014).
In addition to the Focused SOAP note, students are required to create a didactic video to accompany their presentation. This video serves as a teaching tool, allowing the student to present the patient case in a visually engaging and informative manner. The video should aim to provide a comprehensive understanding of the patient’s condition, incorporating relevant clinical findings, diagnostic tests, treatment options, and the rationale behind the chosen management approach. The didactic video provides an opportunity for the student to showcase their communication skills, critical thinking abilities, and capacity to effectively convey complex medical information to a target audience (Goodman & Ding et al., 2012).
Rationale behind the Use of a Real (but De-identified) Complex Patient Case
The use of a real yet de-identified complex patient case in the creation of the Focused SOAP note and didactic video is instrumental in promoting the application of theoretical knowledge in a practical context. By working with an actual patient case encountered during their practicum experience, students can relate their learning to real-world scenarios and gain a deeper understanding of the complexities involved in clinical decision-making. This exercise also facilitates the integration of knowledge across various disciplines, encouraging students to consider multiple factors when formulating a plan of care (Lim & Suppes, 2019).
However, it is essential to ensure patient confidentiality and privacy by de-identifying the case information. This means removing any identifying information, such as the patient’s name, age, and specific demographic details. Adhering to ethical guidelines and maintaining patient privacy is crucial when discussing real patient cases, as it upholds the principles of confidentiality and respect within the healthcare profession (World Medical Association, 2018).
Conclusion
Participating in clinical discussions as a presenter and facilitator allows students to enhance their clinical reasoning, communication, and teaching skills. Through the creation of a Focused SOAP note and a didactic video, students can effectively present a real but de-identified complex patient case from their practicum experience. This assignment promotes the integration of theoretical knowledge into practice, encourages collaboration among students, and fosters the development of critical thinking abilities in the context of healthcare education. By adhering to ethical guidelines and ensuring patient confidentiality, students can confidently engage in clinical discussions and contribute to the collective learning experience.