Problem Based Learning Scenario

Problem-based learning scenario "Mrs. Moonshine is visiting a pediatrician community clinic she was seen by a practicing nurse, she was discussing MMR vaccine with him, she is concerned about her child Henry. And I'd like to know why medicine does not respect it as she brought articles about the research she read at the clinic.

OCTR 607 Problem-based learning in adult health is only available in fall semester. This problem-based learning (PBL) course promotes learning by analyzing group discussions and actual clinical scenarios related to adult developmental stages. In the process of understanding the relationship between people, environment and occupation, students participate in communication, collaboration, and clinical reasoning. Cases include not only specific diagnoses but also the impact of biological processes, the environment, and lifestyle on individuals, communities, and society. Students need to participate in concept mapping activities to explore the complexity of the incident and use existing evidence to support clinical decision making. In preparation for clinical training, students are exposed to electronic documents. Prerequisites include successful completion of all previous courses. General terms: OCTR 605, 610 or permission of the program director. 1 sem 1 hour

In this IPE event, a group of students from various medical experts will participate in problem-based learning case scenario. Before IPE exercises, students receive information on the diseases listed in the case. The reason is that students can focus on exchanges among experts and knowledge of diseases. As a result, practices are process-centric rather than content-centric. A prominent feature of this IPE event is that each group of learners fulfills the role of a medical professional rather than the role of their own medical expert. Assigned roles are determined by the lottery; for example, pharmacy students take on the role of nurses through their own lottery, medical students take on the role of pharmacists, nurse students take on the role of doctors. Each group interviewed and examined case patients based on the viewpoint of assigned patient care. After the analysis is completed, the team will cooperate to develop a care plan.