In fall 2022, we decided to pilot additional four learning units at EDU to test them after the refinement process, which occurred earlier in the year. We piloted the following learning units (see descriptions) and obtained qualitative feedback from facilitators and students.
Student Curriculum – Person Centred Approach to clinical reasoning
This learning unit was piloted in 2021, however, we wanted to re-evaluate it to assess the refinements with learners and facilitators. The learning unit was taught by the same facilitator as 2021 saw. After the session, the facilitator expressed that the structure of the session was more fluent and students were more happy to engange in the session. Moreover, students thought the real life example of a person-centred perspective had a real positive impact on their learning.
Student Curriculum – Ethical aspects – patient management and treatment
This learning unit was piloted was previously not piloted by any partner. Overall, both the facilitator and the learners found the learning unit useful and interesting, and commented that the interactive activities and case examples were very useful in delivering the content. Minor suggestions for improvements were recommended.
Train the Trainer – Information gathering, generating differential diagnoses, decision making and treatment planning
This learning unit was previously piloted by partners from Maribor, Bern, and Krakow, but not EDU. After the session and comparable to the earlier pilots, we received positive feedback from participants regarding the content and structure of the learning unit. Also, the need for such teaching was made clearer.
Train the Trainer – Discussing and teaching about cognitive errors and biases.
This learning unit was previously not piloted by partners. Again, the structure and content of the learning unit were well received, and especially the fishbone diagram and wiki of this learning unit were appreicated by participants.
Overall, the additional pilots indicated that the refinements earlier on in the year were successful in improving the created DID-ACT curriculum and we are happy with the results we achieved. Prior to implement a learning unit, we recommend familiarizing oneself with the DID-ACT learning platform (Moodle), so teaching can run more smoothly. The additional pilots also reaffirm what we saw in our needs analysis, that there is a need for both teachers and learners to learn about clinical reasoning, and we hope that our curriculum can start filling this needs gap.
