PG79 Creating ‘ concept maps online symptoms to diagnosis teaching’

Introduction Patients seek medical assessment with a problem and not a diagnosis so the starting point to the diagnosis process is ‘ A patient with A symptom’ and everything should follow from that. Therefore, we intend to give hints and tips for medical students how to approach to a patient with a symptom and design the series of concept maps presentations. The aims of designing these resources are: For the clinical teachers To apply in their teachings To analyse patient’s symptom in clinical areas and develop clinical expertise To recognise the resources to guide students’ learning For the clinical students To apply the basic medical sciences into a clinical context To make conceptual links between topics covered in different modules To identify the complexity of issues that may be associated with an individual patient. To develop Clinical reasoning To differentiate common clinical symptoms To develop own concept maps To use as revision tools Project Description Concept maps, unlike textbooks and lectures which teach in a disease-to-symptom format, foster a symptom-to-disease approach, as shown in figure 1. This way of learning enables information to be memorised and organised in a way which is far more realistic and useful for retrieval in a clinical setting (Cooper and Frain, 2016). We intend to create fifty short online presentations and they are in the process of designing it. Summary Concept maps are ways of ‘road mapping’ differentials of a disease based on defining criteria, which help narrow down differentials, and discriminatory criteria, which help isolate a diagnosis. The combination of visual learning and the amalgamation of several illness scripts makes concept maps a very good learning tool for building intellectual engagement and developing clinical reasoning. Conclusions The intended learning outcomes for newly qualify doctors here is not to ‘recall a number of facts’ but to ‘mobilise and apply those facts or knowledge in a relevant context to solve new problems’. So, the learning activities should aid discussion or encourage ways of comparing and contrasting given resources. Instead of teaching the pathophysiology of ‘Myocardial Infarct (MI)’, the concept map is designed how to approach ‘the patient with chest pain’ and encourage students to mobilise, interpret and efficiently manage knowledge in a clinical context with the purpose of solving clinical problems. By this way that knowledge of pathophysiology of MI is integrated into more complex knowledge schemas. Reference Cooper N and Frain J. ( 2016) Teaching CR, ABC of CR: An overview. Hoboken, NJ: John Wiley and Sons.