Instructors' Area
CURRICULUM OVERVIEW
eCLIPPs STRUCTURE
Resources and Tools
Virtual Patient Cases
SUGGESTIONS FOR INTEGRATING eCLIPPs INTO YOUR COURSE
General
Monitoring Students' Learning Activities
Case Use Log Data Reports
Resetting Student Cases
Integrating with Other Curricular Activities
Additional Learning Resources
CONTACT US
CURRICULUM OVERVIEW
The extended CLIPP Scenarios (eCLIPPs) are designed to extend the original Computer-assisted Learning in Pediatrics Program (CLIPP) curriculum to teach in more depth about foundational health care skills including culture in health care, interpersonal skills and communication, systems based practice, professionalism, and management of chronic illness. eCLIPPs is structured around the concept of the Medical Home with three themes: (1) Foundation: Culture in Health Care, (2) Entryway: Family-Centered Partnership, (3) Structure: Navigating the Health Care System.
The curriculum for the Culture in Health Care theme builds from the Council On Medical Student Education in Pediatrics (COMSEP) curriculum to include topics from three other nationally accepted curricula on multicultural healthcare from the American Academy of Medical Colleges (AAMC), the Academic Pediatric Association (APA), and the Health Resources and Services Administration (HRSA). The curricula for the two themes, Family-Centered Partnership and Navigating the Health Care System were developed based on nationally accepted Medical Home curricula from the American Academy of Family Physicians (AAFP), the American Academy of Pediatrics (AAP), the American College of Physicians (ACP) and the American Osteopathic Association (AOA). The entire curriculum has been reviewed by experts in the education of culture in health care and the medical home.
eCLIPPs modules are built on three core components – resources, tools, and virtual patient cases.
RESOURCES and TOOLS
Resources provide the overarching curricular content for each of the Medical Home themes along with additional useful links. The Tools are designed to assist students in applying the curricular content directly to patient care – both virtually and in everyday clinical care. The Tools may be printed by students to use at the bedside after they have practiced using them with eCLIPPs patients. The Resources and Tools are accessible from both the eCLIPPs website and the individual cases. The website provides an overview of each of the three Medical Home themes and presents the Resources and Tools that relate to each theme.
Below is a summary of the Resources and Tools by theme:
CULTURE IN HEALTHCARE
- Culturally Effective Care Resource
- Community Culture Resource
- Health Beliefs Resource
- Health Status Resource
- Medical Culture Resource
- Provider Perspective Resource
- Language Resource
- Doctor-Patient Interactions Resource
- Community Review of Systems Tool
- Shared Decision Making Tool
- Using an Interpreter Tool
- Self Reflection Tool
FAMILY CENTERED PARTNERSHIP
- Role of the Family Resource
- Person-First Language Resource
- Medical Interview Resource
- Patient Education Resource
- Helping Families Cope Tool
- Motivational Interviewing Tool
- Advocacy Tool
NAVIGATING THE HEALTH CARE SYSTEM
- Medical Team Resource
- Role of the PCP Resource
- Educational services Resource
- Community Resources Resource
- Financing Healthcare Resource
- Durable Medial Equipment Resource
- Continuity and Transitions Tool
- Medical Statement Resource
VIRTUAL PATIENT CASES
The eCLIPPs virtual patient cases provide opportunities for students to apply the information in the Resources pages to patient and family interactions and to practice using the Tools when caring for a patient. Collectively, all seven cases introduce students to all of the curricular material contained within the Resource and Toolbox pages and provide instruction about additional case-specific learning objectives. At the start of each case, students are told which Resources and Tools will be used in the case, so that if they want, they can review them before starting the case. The learner then has an opportunity to explore them in more depth through the cases when they are required for care of the virtual patient.
Below is an overview of each case.Case 1: Lily is a 6 year old girl who has a seizure disorder. She is of Navajo culture: her family is hesitant to give her antiepileptic medications and instead relies on a traditional healer. The case explores issues of establishing rapport, medication adherence, barriers to effective care, and incorporating a family’s explanation of disease into the management plan.
Resources and Tools utilized in this case:
- Culturally Effective Care Resource
- Provider-Perspective Resource
- Community Review of Systems Tool
- Shared Decision-Making Tool
- Doctor-Patient Interactions Resource
- Community Culture Resource
Case 2: Bao is a 2 year old boy who presents with a headache, fever and lethargy and ultimately is diagnosed with tuberculosis meningitis. He is of Vietnamese culture and the family is resistant to the recommended medical work-up due to their health beliefs. The case applies the LEARN model of cultural interviewing and shared decision making to help resolve these conflicts and discusses the practice of coining.
Resources and Tools utilized in this case:
· Health Beliefs Resource
· Provider Perspective Resource
· Language Resource
· Using an Interpreter Tool
· Shared Decision-Making Tool
· Medical Culture Resource
· Health Status Resource
· Community Culture ResourceCase 3: Kenny is a 2 year old boy who presents with a cough and is diagnosed with pneumonia with a pleural effusion. He is of a rural culture and utilizes a homeopathic physician. The family has no medical insurance and is resistant to hospital admission. The case explores the conflicts between the family and various approaches to addressing them by different medical professionals, a social worker and ultimately collaborating with the homeopathic physician.
Resources and Tools utilized in this case:
- Provider Perspective Resource
- Medical Culture Resource
- Self-Reflection Tool
- Doctor-Patient Interactions Resource
- Shared Decision-Making Tool
- Community Culture Resource
- Community Review of Systems Tool
Case 4: Available 2010. Amanda is a 16 year old who presents in status asthmaticus. The case explores issues of medical adherence through the application of motivational interviewing techniques as well as an approach to medical education through the use of an asthma action plan.
Case 5: Available 2010. Sally is an 11 year old with spina bifida. The case explores the role of the primary care physician within a multidisciplinary team and the use of tools, such as care plans, to aid in the management of children with special health care needs. It also addresses understanding and utilization of community resources as well as writing letters of medical necessity for medical equipment.
Case 6: Available 2010. Peter is a 2 year old who presents with language delay and is diagnosed with fragile X syndrome. Through the case students develop skills in delivering bad news and helping families to cope. They also learn about multidisciplinary clinics and accessing community resources.
Case 7: Available 2010. Angelo is a newborn baby with multiple anomalies. The case explores principles of effective comprehensive and coordinated team care as well as the transition between the hospital and the community.
SUGGESTIONS FOR INTEGRATING eCLIPPs INTO YOUR COURSE
General
Integration Suggestions: Tips for effectively integrating virtual patient cases into your curriculum.Monitoring Students' Learning Activities
Tracking student progress through the cases ensures that each student has been exposed to the curricular materials. Tracking can be accomplished through log data.The Case Use Log Data reports show a clerkship director his or her students' use of the CLIPP cases.
Each report shows data for your students during the captured time period. You can specify beginning and end dates for the data you wish to see using pull-down menus to enter your desired dates. These reports are also exportable as text files which can be opened in Excel.
The four reports available to you are the Summary, the Summary/Case, the Summary/Time, and Individual Logs.
Summary shows:
- Number of cases available
- Number of students who have used cases
- Total number of sessions
- Number of sessions completed (where all the cards were worked through)
- Average number of sessions per student
Summary/Case shows the numbers of sessions done by students for each case.
Summary/Time is a graph that shows case use by week. The weeks are labeled first by year and then by week (7 would mean the seventh week in the year).
Individual Logs show each student's use of the cases, including the time spent on each case and the number of cards completed in each case. In the far-right column is the average time spent on cases and the percentage of cards completed in the cases worked on. At the bottom of the chart, in the row titled "All Students", are the average times spent on cases and the average percentage of cards completed. The last row shows the standard deviations for these averages.
Display Options: You can select ways to show more data, including displaying the students' names, all sessions done, and the time of the sessions.
Some important points to know about the logs:
Time captured: The report covers the period you specify in the fields at the top of the report. The default end time is 7 p.m. Eastern Time of the previous day when the log reports are run on the server in Germany. The reports are run every night and include all session activity up to 30 seconds before the run time. However, work done by students after 7 p.m. Eastern Time will not appear until 24 hours later.
Time spent on a case: If a student completes a case, then later goes through it again, the minutes of both sessions are added together and reported as time spent on the case.
Pink and green cells: The Individual Logs show the time each student spent on a case and the number of cards out of the total he or she completed, i.e., 27/27 (27 out of 27) or 13/28 (13 out of 28). In general, the cells are green if a student completes all cards in a case. If a student does fewer than the full number of cards, the cell with the information is usually pink. These parameters are not always fixed, but you can look at the data in the cells to ascertain a student's use of a case.
Exporting Individual Student Log Data ReportsLog Data Reports are designed to offer the instructor a user-friendly way to sort, organize, and analyze student log data.
- Go to Log Data and select "Individual Logs"
- Select desired date range
- Select display options
- Select "submit" and then select "download".
- Your report will open into a new window. In order to save and work with the data, you must save and open the file as follows:
- Save the report as a text (.txt) file. IMPORTANT: You must save before trying to open the file.
- Activate Excel, select "Open" from the "File" menu dropdown and browse to your text file.
Note: It is important to open the text file through Excel instead of double-clicking on the text file to access the content.
- Cases can be reset on an individual basis.
- You must go to the Instructors' Area and login.
- Locate the student case use log data, where you will select the individual reports OR you can select the tab at the top that says “Find Student”.
- Select the appropriate student and click the “x” to reset the cases.
- Please be aware that this action cannot be undone and that information on student cases that have been reset is not stored or saved.
NOTE: If you require additional assistance with the Instructors’ Area or the Student Case Use Log Data, please contact MedU Support
Assessing the student’s understanding of the material can be achieved through assignments based on questions throughout the cases (see “suggested integration activities” below).
Integrating With Other Curricular Activities
While the eCLIPPs cases are designed to be effective for independent study, many of the topics also benefit from a combination of approaches to instruction. The curriculum is designed to create natural links to other learning opportunities within the clinical curriculum.
Suggested integration activities to get you started:
- Use the virtual patients as a common clinical encounter shared among students provides a consistent framework for discussion.
- The cases are infused with free text and rhetorical questions that provide rich opportunities to create self-refection exercises or other assignments that could be submitted and/or discussed in a classroom session.
- Each case concludes with Questions for Further Consideration that students may explore on their own and that also may serve as prompts for a classroom discussion or assignments.
- Consider combining students’ experience working through the cases with other standardized or real time patient care experiences. See the next section for other web-based resources you might consider combining with eCLIPPs
- We’d love to hear more about what’s working for you! Contact us (below) and we’ll include your ideas here as well.
Steps to Becoming Culturally and Linguistically Competent- A Pediatric Curriculum
Angela P Mihalic MD, Alison E Dobbie MD
A cultural competence curriculum toolbox developed for the Pediatric Clerkship but that is generalizable to Family Medicine clerkships, Pediatric and Family Medicine residency programs and other health care professionals. The toolbox consists of powerpoint slides for 2 interactive workshops, role plays, handout which can also serve as a teacher's guide, a pocket reference and a validated knowledge questionnaire.CONTACT US
We welcome your questions or suggestions for improvement. In addition, we would love to hear about how you are integrating eCLIPPs in your own course. Let us know what’s working for you and we’d be happy to include your ideas on the eCLIPPs Instructors’ Area! Contact us at eclippspilot@i-intime.org