ABSTRACT:

The Art and Science of Clinical Medicine (ASCM 1) at the University of Toronto, Canada teaches traditional medical history taking and physical examination skills. Students develop the verbal, non-verbal, and written communication skills necessary to obtain appropriate information from patients and to effectively document the data.

A need exists for a creative and comprehensive educational resource allowing students to develop and assess their knowledge of patient history taking through the use of a student/patient interview. This innovative, web-based curriculum includes: an interview between a medical student and standardized patient; lessons on effective history taking; and opportunities to practice and get feedback on case report write-ups.

In response to student feedback, a new 'physical examination' module has been created for the 2001-2002 ASCM 1 course. The examination of the cervical lymph nodes, thyroid gland, respiratory system, precordium, abdomen, hip, knee, peripheral vasculature, jugular venous pulse, and vital signs are demonstrated. Teaching points with graphics detail each skill. A hyperlink has been added to a neurological physical skills unit recently developed for the web site of the first year medical course, Brain, and Behaviour.

Future plans include the addition of a module demonstrating the interaction between a typical group of students, a standardized patient, and a tutor will allow all students in the course (190), as well as tutors (92), to further grasp the concept(s) of small group teaching/learning as it relates to the course.

As demand for Web-based learning grows in medical education, so too does the need for systematic evaluations of these new learning environments. User feedback is proving to be a valuable resource for on-going program development and evaluation. This presentation concludes with a discussion of our formative evaluation strategy.

1. To understand how and why Information Technology can be utilized to teach history taking, case report writing, and physical examination skills to undergraduate medical students.

2. To understand the challenges and successes involved in initiating and maintaining a web-based learning tool for medical students.

3. To understand the iterative, formative evaluative process involved in the creation and evolution of a Web Site used to teach history taking, case report writing, and physical examination skills to undergraduate medical students.

4. To describe the interdisciplinary collaboration involved in developing and evaluating such a Web Site.

Dr. John Bradley
Toronto General Hospital, University Health Network 200 Elizabeth Street
Toronto, Ontario
M5G 2C4
Canada
Phone: (416) 340-4832
Fax: (416) 340-4705
Email: John.Bradley@uhn.on.ca

CO-AUTHORS:
Hance Clarke, Errol Colak, Collan Simmons, Joyce Nyhof-Young
Princess Margaret Hospital
610 University Ave.
Toronto, ON
Canada
M5G 2M9
Phone: (416) 945-4501 x5838
Email: joyce.nyhof-young@uhn.on.ca