How to Use

Teaching cases (20-30 minutes) – In preparation for facilitating, pre-read the entire post to become familiar with the case, Q&As, and take home points.  The final clinical diagnosis is listed along the right sidebar to make selecting a case easier for the facilitator.  However, once you click the link the case will simply be titled as the chief complaint to avoid any spoilers for the learners.  If possible, display the case on a screen large enough for all the learners to see clearly.  The most awkward part is presenting the HPI.  I have found it best to have one of the learners read the HPI aloud to the rest of the group.  These cases are designed to be a diagnostic challenge and are intended to be similar to the standard morning report format.  The case will progress with occasional interruptions for questions to pose to the group (hyperlinked answers are available).  The Q&As are provided to supplement whatever natural discussion is developing, ignore them or improvise however you like.   Occasionally, there is a brief chalk talk at the end that is most easily reproduced if you have seen it given before, but in the future the chalk talks will be broke up in stages with written instruction on how to reproduce them.

Clinical images (5-10 minutes) – These are designed as a short introduction to a teaching session, possibly prior to a full teaching case, or just a short focused discussion by themselves.  An image or video is accompanied by a brief clinical intro and a teaching point.

Chalk talks (30-45 minutes) – These are more difficult to use if you have not prepared the talk yourself or seen someone else give it in person.  However, the talks are broken up into stages, starting with basic framework that you can prepare before you start.  There are blurbs between the subsequent stages that provide the thought process and teaching points.  These require significantly more preparation and review time than the mystery cases.  Always start with clearly stated goals and end with 2-3 take home points.