Doctor-patient communications: using concept cards to instruct.
Less teaching time is available for many faculty, so innovation is needed if educators are to properly serve doctors in training and their patients. In this context, an offer of 1 hour to teach doctor-patient communications generated a simple yet effective teaching method--"concept cards." More than 100 third-year medical students have participated in an exercise where concept cards convey knowledge relevant to the practice of ambulatory primary care medicine. Student ratings establish the utility of the teaching method. Even in an hour, teaching designed for the adult learner can engage medical students and have a positive impact on learning.
Meit
Scott S
SS
meits@rcbhsc.wvu.edu
D000328:Adult; D000553:Ambulatory Care; D002982:Clinical Clerkship / Q000379:methods*; D003142:Communication; D005194:Family Practice / Q000193:education*; D006801:Humans; D017145:Models, Educational; D010817:Physician-Patient Relations; D013663:Teaching / Q000379:methods; D014903:West Virginia