Why These Case Scenarios Work
Grounded in Virtual Situated Learning Pedagogy
Case scenarios in ClinEdWeb are grounded in concepts of active learning, intentionally designed to encourage the learner to engage, reflect, and assess ability to correctly handle real world healthcare situations in a user-friendly virtual situated learning environment. Students engage in deeper learning by confronting challenging and more authentic situations that call for critical thinking. To learn more about virtual situated learning pedagogy, click HERE
ClinEdWeb case scenarios are designed for immersion in an authentic environment with real clients and clinicians. There are no cartoon images. Users take on the active role of a student learning in the field as they progress through the virtual case scenario. As is typical of a student-learner in the healthcare field, they observe a treatment and then respond to questions provided by the fieldwork educator. To learn more about authentic learning, click HERE
The software interface for the case scenarios in ClinEdWeb was selected because of its ease of use for both the professor and student. Purchase of the content provides the learner with a link to the case scenario that can be accessed anytime on a tablet, phone, or computer.
Formative and Summative Assessment
As the learner progresses through the case scenario she will be required to answer questions without penalty as a formative assessment of understanding. At the end of each case scenario, the learner must complete a final summative assessment at a passing level (75%) to receive a Certificate of Completion. This certificate can then be downloaded and sent to the professor as evidence of successful completion of the case scenario.
Electronic Point-Of-Service Documentation Practice
Electronic documents are provided for the student to fill out during the case scenario. These documents are easily completed, saved, and sent to the professor of the course via email or learning management system.
Easily Embedded In Curricula
Case scenarios are ideal for blended learning as they can be used in both online and face to face settings. Students can engage with a case as individuals outside of the classroom or work collaboratively on them during class. ClinEdWeb case scenarios are effectively embedded at a myriad of time frames within a healthcare education curriculum. Case scenarios could be considered for observation hours for admission into a program, a requirement in didactic coursework, a level I fieldwork experience, preparation for level II fieldwork, or preparation for the national boards exam.
Much has been written about preferred terms for labeling the individuals who receive healthcare services. Is patient, client, consumer, customer, survivor, or other alternatives preferred? Dr. Bebeau recalls an impactful moment when a guest speaker, discussing her mental health diagnosis and subsequent treatment, stated, “I have a serious medical disorder and I do not like to be called a consumer. I have not chosen to buy or participate in the services I often require. I am a patient with a serious medical condition.” In an effort to provide individual-focused care, the terms healthcare professionals use are important and should be tailored to the individual’s preference. In recognition of this complex issue, verbiage used to refer to the individual receiving care within these case scenarios intentionally varies. Individuals in these cases are referred to by their name as well as patient, client, or other terms.
Commonly used medical terms, abbreviations, and acronyms are defined and used throughout the case scenarios. The intention is to immerse the learner in the terminology commonly used in a medical environment.