In the Personalized Learning section, students take pre-assessment quizzes that correspond to the topics in their textbooks. The results of the pre-assessments give students an opportunity to assess what information they know and where their knowledge is weak. They then watch videos and complete activities that relate to the topic at hand that reinforce learning and provide practice applying their knowledge, followed by a post-test. To support self- learning, students are given feedback regarding their scores on the post-test. In the Apply and Assess sections of Davis Advantage, students are given the opportunity to use clinical judgment in a variety of clinical settings. Clinical scenarios integrating various medical conditions are presented, after which students are evaluated on the clinical judgments they must make for each scenario using test questions that conform to the new, NGN test questions. In these situations, students are given feedback on their performance (e.g., “You got 8 out of 10 questions correct.”) They are also given a personalized learning plan based upon their performance, which they can use for further study. Faculty have access to a dashboard in Davis Advantage which allows them to monitor their students’ progress in all activities at both the class and individual student levels. Faculty also can download personalized teaching suggestions to integrate into learning activities in class or lab.
3.
Individual Student-Faculty Interaction
To fully support the struggling student, student and faculty (or remediation coordinator) should meet frequently to review the student’s progress and to provide additional instructional support. For example, the faculty may want to help students develop clinical judgment skills by working through unfolding case studies. The role of the faculty is not to give the students the answers. Instead, they should ask probing questions so that the students are encouraged to use components of the clinical judgment measurement model to analyze the case. Table B below outlines questions to guide students through the process of clinical judgment. Table B: Probing Questions related to the Clinical Judgment Measurement Model
Components of CJMM
Questions
• What cues can you identify in this scenario? • Patient? • Environmental? • Individual issues experienced by the provider?
Recognize Cues
• Are there cues that are clinically related? • What do the cues tell you about the patient’s need? (developing hypotheses) • Which cues have the highest priority in caring for this patient?
Analyze Cues
• What hypotheses for care can you identify? • What hypothesis has the highest priority for safe care? • Why?
Prioritize Hypotheses
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