Course Summary
This course on Clinical Skills is designed to improve your clinical skills and help you become a better healthcare provider. You'll learn how to take a patient's history, perform a physical exam, and develop a treatment plan.Key Learning Points
- Learn how to take a thorough patient history
- Develop your physical exam skills
- Gain knowledge on how to develop a treatment plan
Related Topics for further study
Learning Outcomes
- Develop a comprehensive patient history
- Perform a thorough physical exam
- Develop a treatment plan based on patient needs
Prerequisites or good to have knowledge before taking this course
- Basic knowledge of medical terminology
- Access to a healthcare facility for hands-on practice
Course Difficulty Level
IntermediateCourse Format
- Online self-paced course
- Interactive quizzes and assignments
- Access to expert instructors and peer feedback
Similar Courses
- Advanced Clinical Skills for Healthcare Providers
- Clinical Decision Making
- Medical Terminology
Related Education Paths
Notable People in This Field
- Dr. Sanjay Gupta
- Dr. Atul Gawande
Related Books
Description
The purpose of this course is to improve feedback, clinical teaching, and assessment of clinical skills.
Outline
- UNIT 1 - PROVIDING FEEDBACK
- 01.00 - Unit 1 Introduction
- 01.01 - What is Feedback?
- 01.02 - What is Important About Feedback?
- 01.03 - What is Difficult About Feedback?
- 01.04 - Pediatrics History-taking Feedback
- 01.05 - Debrief of Pediatrics History-taking
- 01.06 - RIME and ACGME
- 01.07 - Providing Feedback
- 01.08 - Debrief of Providing Feedback
- 01.09 - Wrap-up - Video Discussion
- 01.10 - How to Provide Feedback
- 01.11 - Lumbar Puncture Procedure Roleplay
- 01.12 - Debrief of Lumbar Puncture Video
- 01.13 - Anesthesia Case Feedback
- 01.14 - Debrief of Anesthesia Case Feedback
- 01.15 - Wrap-up
- READ: Unit 1 - Providing Feedback
- Help us learn more about you!
- Feedback Improvement Plan
- Feedback Knowledge Test
- UNIT 2 - ORIENTING THE LEARNER
- 02.00 - Unit 2 Introduction
- 02.01 - Orienting Your Learner
- 02.02 - Orienting the Learner - Student Perception
- 02.03 - Model for ORIENTing the Learner
- 02.04 - Vignette: Orientation to Clinic 1
- 02.05 - Debrief of Orientation 1
- 02.06 - Vignette: Orientation to Clinic 2
- 02.07 - Debrief of Orientation 2
- READ: Unit 2 - Orienting The Learner
- Orientation Improvement Plan
- ORIENT Knowledge Test
- UNIT 3 - USING THE RIME MODEL
- 03.00 - Unit 3 Introduction
- 03.01 - What is RIME?
- 03.02 - Patient With Abdominal Pain
- 03.03 - Pediatric Case
- 03.04 - Smoking Counseling
- 03.05 - Chest Pain Case
- 03.06 - Another Patient With Chest Pain
- 03.07 - Young Woman With Chest Pain and Shortness of Breath Case
- 03.08 - Patient With Hand Pain
- 03.09 - How to Incorporate RIME in Your Practice
- READ: Unit 3 - Using the RIME Model
- RIME Action Plan (RIME)
- RIME Knowledge Test
- UNIT 4 - ENTRUSTMENT AND AUTONOMY
- 04.00 - Unit 4 Introduction
- 04.01 - What is Entrustment?
- 04.02 - Entrustment From Residents Perspective: Dr. Josh Glazer First Experience
- 04.03 - Entrustment From Residents Perspective: Dr. Josh Glazer Second Experience
- 04.04 - Entrustment From Residents Perspective: Dr. Ashley Pavlic
- 04.05 - Faculty Factors Affecting Entrustment
- 04.06 - Other Factors Affecting Entrustment
- 04.07 - Entrustment in Vitro
- 04.08 - Josh and Emily
- 04.09 - Debrief of Josh and Emily
- 04.10 - Joe and Morgan
- 04.11 - Debrief of Joe and Morgan
- 04.12 - Emily and Morgan Evaluating Patient with Chest Pain
- 04.13 - Debrief of Chest pain - Emily and Morgen
- 04.14 - Melissa and Emily and Pediatric Resuscitation
- 04.15 - Debrief of Emily and Melissa
- 04.16 - Bedside Rounds
- 04.17 - Debrief of Bedside Rounds
- 04.18 - Rounds 2
- 04.19 - Ben and Team CPR
- 04.20 - Debrief of Ben and Team CPR
- 04.21 - How Do We Entrust?
- 04.22 - Dr. Andy Oden
- 04.23 - Dr. Meg Wolff
- 04.24 - Dr. Michelle Caird
- 04.25 - Tips to Entrustment
- READ: UNIT 4 - Entrustment and Autonomy
- Entrustment Improvement Plan
- Entrustment Knowledge Test
- UNIT 5 - THE BRIEFING, INTER-CASE OR INTRA-OPERATIVE TEACHING, DEBRIEFING (BID) MODEL FOR CLINICAL TEACHING
- 05.01 - Introduction - Teaching in the OR and Beyond
- 05.02 - Briefing
- 05.03 - Debriefing of Briefing
- 05.04 - IntraOperative Teaching
- 05.05 - Debrief of Procedure Placement of Staples
- 05.06 - Procedure: Foley Placement
- 05.07 - Debrief of Procedure: Foley Placement
- 05.08 - Teaching a Student
- 05.09 - Debrief of Teaching a Student
- 05.10 - Orchiectomy Teaching
- 05.11 - Debrief of Teaching Orchiectomy Teaching
- 05.12 - Prostatectomy Teaching
- 05.13 - Debrief of Teaching Prostatectomy Teaching
- 05.14 - Debriefing
- 05.15 - Debrief of Debriefing
- 05.16 - Debriefing of Complication
- 05.17 - Debrief of Debriefing of Operative Complication
- 05.18 - Dr. Jill Cherry and Dr. Cheryl Lee
- 05.19 - Dr. Vesna Ivancic
- 05.20 - Dr. Bakshi
- 05.21 - Dr. Rebecca Hong
- 05.22 - Caveats and Things to Remember
- READ: Unit 5 - The BID Model for Clinical Teaching
- BID Improvement Plan
- BID Knowledge Test
- How to Effectively Incorporate Evidence Based Medicine Teaching into the Clinical Environment
- 06.00 - Introduction: Evidence Based Medicine in Clinical Teaching
- 06.01 - Introduction: What is Evidence Based Medicine?
- 06.02 - Adult Learning and Overview
- 06.03 - How to form a PICO question
- 06.04 - Forming a Question with a Resident
- 06.05 - Resident Searching the Literature
- 06.06 - Debrief of Resident Inpatient EBM Teaching - Forming a Question
- 06.07 - Forming a question and searching the literature with a student
- 06.08 - Debrief of student outpatient EBM teaching - forming a question
- 06.09 - Appraising the Literature
- 06.10 - Resident Appraising the Literature
- 06.11 - Debrief of resident inpatient EBM teaching - appraising the literature
- 06.12 - Student appraising the literature
- 06.13 - Debrief of student outpatient EBM teaching - appraising the literature
- 06.14 - Implementation and apply the evidence
- 06.15 - Faculty tips for how to use EBM in the inpatient setting
- 06.16 - Faculty tips for how to use EBM in the outpatient setting
- 06.17 - Putting It All Together
- How to Effectively Incorporate Evidence Based Medicine Teaching into the Clinical Environment
- EBM Improvement Plan
- EBM Knowledge Test
- Integration & Summation
- READ: Integration & Culmination
- Post-course Survey
- Keep Learning with Michigan Online!
- Integration Exam
Summary of User Reviews
Discover the clinical skills required for effective patient care with this online course from Coursera. Students praise the course for its comprehensive approach to clinical skills development, which includes topics like patient assessment, communication, and medical documentation.Key Aspect Users Liked About This Course
Comprehensive approach to clinical skills developmentPros from User Reviews
- Provides a thorough overview of essential clinical skills
- Instructors are knowledgeable and engaging
- Flexible schedule allows for self-paced learning
- Useful for both beginners and experienced healthcare professionals
- Course content is well-organized and easy to follow
Cons from User Reviews
- Some users found the course to be too basic
- Limited opportunities for hands-on practice
- Not all topics are covered in-depth
- Some technical issues with the online platform
- Course materials may not be accessible to individuals with disabilities
Sally Santen, M.D., Ph.D.
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