OPEN ACCESSJanuary 6, 2012Designing Interactive Seminars to Teach Clinical Management of Chest Pain: Lessons from the Trenches Kendalle Cobb, MD, S. Beth Bierer, PhD Kendalle Cobb, MD Cleveland Clinic Google Scholar More articles by this author , S. Beth Bierer, PhD Cleveland Clinic Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.8450 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstractThis module contains a chest pain case specifically designed for instructional purposes to help third-year medical students build upon prior knowledge, develop data-collection skills, synthesize complex information, and formulate and test hypotheses. The case also provides opportunities for learners to discuss women's chest pain, a frequently overlooked symptom, and explore biases (i.e., alcohol use, smoking, poor diet, etc.) that may impact patient care. Ideally, instructors who use this teaching case should be clinicians with content expertise and can recognize third-year medical students' level of knowledge. These clinicians should also possess the ability to lead large-group discussions. Previous experience with case-based instruction is not essential for those who want to adopt this case for clerkship teaching. Curriculum planners should allot approximately 1–2 hours for students to discuss this case depending upon group size (usually 20–30 learners). We hope that this teaching case serves as a template for institutions that wish to implement a case-based curriculum for clerkship teaching. Consequently, we have also included a file that describes the design, implementation, and evaluation of how we used clinical cases to deliver a 16-week curriculum to third-year medical students enrolled in an integrated clerkship (surgery, internal medicine, and family medicine). Our experience demonstrates that it is feasible for busy physicians to teach clerkship students in large-group settings using instructional cases of patients. The vast majority (over 90%) of our students indicated on the clerkship evaluation that case-based instruction enhanced their diagnostic acumen, helped them integrate knowledge across disciplines, encouraged discussion among students and faculty, and featured challenging clinical cases. Additionally, over 70% of our faculty have continued to teach case-based seminars 3 years after we first implemented our case-based clerkship curriculum. These findings are significant given current challenges to retain talented clinical instructors and create active learning environments for students. Educational Objectives By the end of this case, learners will be able to: Identify differential diagnosis of nonspecific gastrointestinal symptoms that includes nongastrointestinal causes.Distinguish potentially life-threatening causes of nausea that require hospitalization.Demonstrate how the family history and social history can broaden the differential diagnosis of a common symptom such as heartburn.Identify biases that might interfere with clinical reasoning in determining the cause of symptoms. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Instructor's Guide.doc Take Two TUMS and Call Me in the Morning.ppt Designing an Interactive Seminar Series for Third Years.doc Resource Description.doc Take Two TUMS and Call Me in the Morning Student Case.doc To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2012 Cobb and Bierer. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsSmokingChest PainAngina PectorisInferior Wall Myocardial InfarctionNausea Disclosures None to report. Funding/Support None to report. Loading ...