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Example 1
Use of a SB-D in Teaching
Scenario: A faculty-generated schema-based diagram (S-BD) is used in a weekly lecture series to teach and help organize medical knowledge and inform patient care practices.
You are the residency director for a large university-based Dermatology Residency Program and are considering changing the weekly lecture series to include faculty-generated schema as the organizational foundation for the lecture series. Currently, topics are drawn from a list of pertinent diagnoses in dermatology. Interest by faculty and residents has been diminishing and residents do not appear to be engaged in the process.
The illustration below describes how you can address Patient Care, Medical Knowledge and Practice-Based Learning and Improvement objectives by using a faculty generated schema-based diagram during a group seminar. The objectives of this learning activity are that residents will be able to 1) efficiently obtain, organize, and apply new clinical information (Medical Knowledge and Patient Care); 2) assess their learning needs by comparing current knowledge against schema diagrams generated by experienced clinicians (Practice-Based Learning and Improvement).
Illustration:
In this illustration, a schema-based diagram was developed for the differential diagnosis for Dermatofibrosarcoma protuberans (DFSP). DFSP was introduced to the residents through review of the faculty-generated schema diagram and a short discussion of the clinical reasoning that lead to the differential. Discussion of the topic of the day took the next 30 minutes. At the conclusion, residents were asked to go back to the diagram and ask questions about any one of the categorical links in the clinical reasoning process. (http://www.academic.mco.edu/curriculum/presentations/openp4.html to view animated schema for this example)
Using the faculty generated schema-based diagram as a model, residents could be asked to generate their own diagram based on their understanding of a similar problem. (Click to view a discussion on learning from S-BD’s or see Attachment 2.)
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