1. Digital Teaching Tools: Clinical Experience with Medical Students, Residents and Patients
Michael Henehan, DO
San Jose-O’Connor Hospital
Family Medicine Residency Program

2. Objectives
Present a model for integrating digital patient education materials into a busy practice setting.
Review the key elements of an effective digital patient education tool.
Present strategies for introducing Family Medicine Residents to the use of digital patient education tools.

3. Achieving the Objectives
Briefly review the findings of a pilot study using digital teaching tools to supplement a course in physical exam skills
Present a strategy to utilize digital teaching tools for in-office
Development
Experience

4. Part I - Development Pilot Study
Hypothesis: Digital teaching tools will improve the teaching of musculoskeletal exam skills as measured by an Observed Structured Clinical Exam (OSCE)

5. Subjects
Students enrolled in the Family Medicine Core Clerkship 301A from September 2004 through June 2005

6. Methods
An OSCE was performed at the beginning and end of each rotation. Ability to describe the exam and proficiency in doing it were assessed.
During the rotation, all students participated in a problem based session on the back and knee, including anatomy, pathology, clinical reasoning, and exam skills.

7. Methods, cont.
Students in each 4 week rotation were treated as a convenience sample, and were randomized to intervention (regular lectures + DVD + video clip) or control groups (regular lectures + DVD).
OSCE examiners and subjects were blinded as to control and intervention groupings.

8. Results

9. OSCE Scores (21 point scale)

10. Digital Teaching Tools
Students using the digital teaching tools showed greater improvement with the low back exam, but not with the knee exam. Neither finding was significant.
Real value of the study - attitudes about digital teaching tools and barriers to using them.

11. What Viewers of the DVDs Thought

12. What Viewers of the DVDs Thought
Most common comment about DVDs:
“Too slow moving”

13. What Viewers of the DVDs Thought

14. What Viewers of the DVDs Thought

15. What Students Who Did Not View the DVDs Thought

16. What Students who did not View the DVDs Thought

17. Summary of Barriers to Use of Digital Teaching Tools
Must be “fast moving”
No technical “glitches”
Must be seen as valuable
Ideally, modifiable to individual learning styles

18. Studies Applicability to Digital Teaching Tools in General
Must be easy to use
Simple, clear format
Short and focused
Effective communication of ideas
Minimal technical “glitches”

19. Digital Teaching Tools Used in the Clinical Setting
Part II - Experience
Digital Teaching Tools Used in the Clinical Setting

20. Objectives
Review characteristics of an effective office patient education tool
Present a patient education model being used at the San Jose - O’Connor Hospital Family Medicine Residency Program

21. Characteristics of an Effective Patient Education Strategy
Easy for the patient to understand
Easily administered
Effectively demonstrates the educational material
Opportunity for review of the information
Instills a sense of value to the patient
Benefits seem achievable
Demonstrated efficacy
Follow-up demonstrates behavior change

22. Models of Patient Education
Pamphlets
Internet
Video
Physician participation
Group visits
Digital tools

23. San Jose-O’Connor Hospital Patient Education Model
Visual demonstration using a DVD (ultimately to be online)
Written handout correlates with video demonstration
Video clip is available for review at a later date (online or with DVD)
Easily administered in the office
Efficient use of providers “patient education contact time”

24. Introducing Digital Teaching Tools the Residents
Develop effective digital education tools
Educated residents and office staff on the use of the tools (noon conference, 1 on 1 proctoring on how to use tools, Instructional DVD)
Tools need to be readily available at the office visit
Demonstrate effectiveness of the tools
Appropriate technical support when needed