Activity 1
Junior students
“Very rewarding, especially thanks to the point of view of the students who themselves have been in our shoes and passed.”
“[Strengths:] Practicing for the clinical exam, which we don't practice much in the courses.”
“[Strengths:] Valuable tips and advice from upperclassmen The ease and comfort of working with other students.”
“[Strong points:] The fact that it's training and that we give each other advice.”
Senior students
“I learned a lot as an instructor about how to give constructive and useful feedback. Also on how to manage and facilitate a group.”
“Re-learning things in a precise way to be able to answer students in their questions.”
“The students who signed up were very motivated and involved in the exercise I don't know if everyone would necessarily be if it was compulsory.”
“Interaction with other students from years down the line we project ourselves into the past and put ourselves in their shoes. We try to create the best possible learning environment and avoid the awkwardness is often present at stations of this type but with a supervising doctor.”
Activity 2
Junior students
“I've learned not to focus a complaint on one or two systems, but to broaden my reasoning.”
“This allows us to see a complaint in its entirety and not just in relation to one system. It also helps us remember illnesses and how they relate to the patient's complaint.”
“This game has enabled me to improve my clinical reasoning by thinking about all systems, as opposed to conventional CC/SF, in which the focus is on a single system."
Senior students
“I learned how to lead/stimulate the search for diagnostic hypotheses.
“I was able to review clinical aspects of anamnesis and clinical examination for each pathology, I was asked uninteresting questions that I hadn't always thought of.”
“A little more time should be allowed or simpler vignettes made to avoid being rushed. Students ask a lot of interesting questions related to the vignettes and it would be nice to have more time to be able to answer them.”
