Abstract Manager

Oral

OC3-3-4

Accept

I declare I have no actual or potential conflict of interest in relation to this program.

no

General Call (Workshop, Oral Presentation, Poster Presentation)

Oral

Education Innovation

Other

faculty

yes

Teaching learning by concordance (LbC) methodology via a virtual workshop

The COVID pandemic has forced medical schools to create educational material to palliate the anticipated and observed decrease in clinical exposure during clerkship. Learning by concordance (LbC) is a novel educational approach that places learners in authentic situations and enable them to compare their answers to those of expert panelists. We wanted to teach this approach to educators, to enable them to create clinical vignettes and questions for 3rd and 4th year students. The goal was the creation a web-based bank of LbC-based vignettes and questions to elicit clinical reasoning.

A three-hour virtual workshop with two experts in LbC was held last July with participants from mandatory clerkship rotations (faculty and residents), who were trained to the LbC methodology. After the workshop, participants had 1 month to create clinical vignettes, related questions and educational rationales using LbC. The vignettes centered around learning objectives expected to be less frequently encountered during clinical rotations. The questions were revised by the LbC experts and sent to a panel of experts. Results Twenty participants to the workshop created a total of 72 vignettes, 275 questions and rationales which were answered by 25 expert panelists. At the end of the process, this new educational material will be accessible to clerkship students on a web-based platform.

After a 3 hour workshop, faculty at our medical school was able to create a significant quantity of LbC based clinical reasoning educational material for clerkship.

education methodology

clinical reasoning

undergraduate

Undergraduate

Teaching and learning

Undergraduate

Faculty Development

Yes

Yes

Yes

Yes

Yes