Synchronous Learning: One “Use Case” For Real Patient Video

When I  started using real patient video to teach paramedic and medical students 17 years ago, it was in response to an education need that seemed obvious. Back then, the tools I was offered at Yale were PowerPoint lectures, "chalk talks", which really meant hand waving and lecturing "to" the students/learners.

We have identified 7 use cases within medical education for real patient video case studies. The most common use case of real patient video by the hundreds of schools using our platform is via synchronous learning. This is employed by playing a short video vignette, followed by either content related to that vignette or an active discussion around a teaching  point via the case.

Using the video vignette first, and having content/teaching objectives flow from the lens of a case is the way we learn clinical medicine at the bedside. The video  vignette creates a visceral audio-visual experience. This visceral experience allows the student to relate any content that flows  post-vignette a base of reference. Most curricula today present content without any grounding in a case, which is often less effective to translate this information/process into clinical practice.

What is  the goal of medical education? Perhaps that we give learners skills and  content that allows them to become competent young professionals. The YouTube  generation learners that we face seem to relate to short, reality based  content.

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A nurse speaking with a patient

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