With Q1 rapidly coming to a close, we are racing through our final year of the DID-ACT Project with excitement and fervor. We have created so much over the past 2 years and have solidified a place to clearly consolidate the knowledge we have created and amassed. We therefore created the DID-ACT integration guide. We will continue to update it in an ongoing manner as we develop our integration guideline.
DID-ACT’s Integration Guide
The DID-ACT Integration Guide is found under our Curriculum heading and is broken into 5 categories. The goal of this resource is to provide an overview of the curriculum in its entirety, a guide to getting started for both educators and students, as well as our additional resources and FAQ about the curriculum.
The DID-ACT curriculum is incredibly succinct and provides content for both educators and students. In order to effectively maneuver through the learning units, we put together the curricular blueprint earlier in the project. This page provides this blueprint in the form of an interactive table where you can view all of the learning units, broken down by level, audience, and theme. Using this table will help you best organize your learning and facilitate finding specific learning opportunities either as a student or educator.
Clinical reasoning learning outcomes
Building from the blueprint, learners and facilitators are able to explore the themes and overarching learning objectives we have defined as a basis for our curriculum. There are 14 themes in our curriculum, ranging from topics like decision-making and attitudes toward clinical reasoning, to the basic theories around clinical reasoning.
How to use the DID-ACT curriculum
For students, there are 25 learning units to navigate from novice to advanced-level students in health professions. This page holds many functions, one of them being the provision of the who, why, what and how around making this curriculum be all it can be.
For educators, there are 8 train-the-trainer learning units. The content includes multiple aspects of how to teach clinical reasoning to students including models and theories, cognitive errors and biases, as well as differences and similarities within different health professions. To support all of this learning are virtual patients, group work, and facilitator guides.
Clinical reasoning integration guideline
Our Integration Guide is still currently growing. The integral guideline provides insight on how institutions and educators can easily integrate content from the curriculum into their pre-existing learning structure. Coupled with examples from our pilots but also from interactions with associate partners and external stakeholders that highlight real-world experience and application, this guideline is a key to the successful adoption of the DID-ACT clinical reasoning curriculum.
If you have used our resources successfully, we would love to hear from you as your input and experience would be very valuable. Just leave a comment!