Integration of clinical skills, ethical decision-making, and reflection skills have emerged as cornerstones of clinical teaching in medical schools. This module aims to detect whether a multimodal learning environment approach consisting of lectures, a drill, post-drill video debriefing, and written reflection in an internal medicine rotation boot camp improves interns’ patient management skills, ethical decision-making, and reflection skills.
A multimodal learning environment will be created by the collaboration of internal medicine, ethics, and medical education specialists. Multiple educational techniques involving lectures, case discussions, and role-playing a crisis scenario will be applied. Pre-test and post-test, debriefing on performances on video records, will be used to assess various aspects of the student performances. Additionally, a meeting will be organized with the presence of the authors to create qualitative data obtained through the program evaluation meeting conducted on three themes: influence of teaching methods, students’ performances, and common achievements and mistakes of students.
During the practice at CASE simulated clinical setting, students will be given a critical, internal medicine case scenario to perform and resolve by working in groups. Members of the group will play the role of the doctor, nurse, patient and patient’s relatives at the given critical case scenario. Each group will be expected to manage case and the clinical environment, to reach differential diagnosis, to navigate the case by ethical reasoning on one hand and to obtain proper informed consent while figuring out the critical case. As for drill scenario, a variety of cases can be utilized as a spectrum of beginning or end of life issues, priority situations, allocation of resource and so on. After the practice, post-drill video debriefing, post-test and written reflection in an internal medicine rotation boot camp will be put in place.
This practice might support the idea that better patient management predicts more robust reflective practice. Students may appreciate being inspired by well-performing peers, particularly noting the empathic needs of patients, companions, and other health professionals. The multimodal learning environment created by multidisciplinary collaboration may contribute to the improvement of components of situational awareness of the interns: patient management skills, ethical decision-making, and reflective practice.