Special articleImproving oral presentation skills with a clinical reasoning curriculum: a prospective controlled study
Section snippets
Subjects and study design
Sixty-two consecutive medical students at the University of California at San Francisco (UCSF) School of Medicine who were entering their third year of medicine clerkship were evaluated between October 1998 and May 1999. UCSF uses three hospitals for the medicine clerkship: The San Francisco Veterans Hospital, the San Francisco General Hospital, and The Moffitt-Long University Hospital. Although students are allowed to express a preference, the medical school assigns them to their clinical site
Results
There were no differences in baseline characteristics of the students in the intervention and control groups (Table 1). Because UCSF does not assign grades or class rank during the first 2 years of instruction, indices of medical school performance were not available.
Discussion
Undoubtedly the student tries to learn too much, and we teachers try to teach too much. We can only instill principles, put the student in the right path, give him methods, teach him how to study, and early to discern between essentials and non-essentials.Sir William Osler (24)
Instruction in the oral case presentation has failed to realize its potential, and some have advocated dispensing with the spoken case presentation entirely (25). The spoken case presentation, however, remains an integral
Acknowledgements
The authors would like to thank William Plauth, MD, and Warren Browner, MD, for their contributions to this manuscript. They extend a special thanks to William Plauth, MD, who served as one of the two physicians who reviewed the videotapes.
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