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100 Diagnostic Challenges in Clinical Medicine is composed of one hundred well-illustrated Clinical scenarios and their appropriate investigations. A wide variety of specialties are covered including cardiology, neurology, dermatology, endocrinology, tropical medicine, haematology, metabolic medicine, radiology, ophthalmology, venereology, and infectious diseases. Presenting the relevant investigations corresponding to each case in an interesting and easy-to-read Q&A format concerning diagnosis and management

"Longitudinal, integrated clinical placement models can be understood as SLSs comprising synergistic and complementary learning spaces, in which students engage and participate in multiple CoPs. This occurs in a context shaped by unique influences of the geography of place. This engagement provides for a range of student learning experiences, which contribute to clinical learning and the development of a more sophisticated professional identity. A range of pedagogical and practical strategies can be embedded within this SLS to enhance student learning."

"COMFORT is an acronym that stands for the basic principles of palliative care communication and comprises seven modules (Communication, Orientation/Opportunity, Mindfulness, Family, Openings, Relating, Team). These communication skills training modules are designed to highlight interprofessional care and communication. Each module of the COMFORT curriculum can stand alone as a teaching activity or can be integrated into a new or existing course. Modules C (narrative clinical communication) and F (family caregivers) provide beginner level instruction, while M (mindfulness), O/O (orientation), and T (team) provide intermediate instruction and O (openings) and R (relating) provide advanced communication skills and are intended for learners who have clinical observation experience."

Clinical Skills videos

Clinical Skills videos from Northern Ontario School of Medicine

"This study's findings indicate that rural physicians are routinely confronted with professional boundary issues in everyday situations, and these circumstances do not always reflect those of their urban colleagues. Given the increase in longitudinal immersion clinical clerkship programs to nurture student interest in future rural practice, acknowledgment and acceptance of the nuances of dual relationships and boundary setting in different clinical learning contexts are vital to help students identify their personal needs for privacy and be better prepared to negotiate the realities of rural practice. These findings may inform future medical education initiatives on professional boundary setting as an aspect of professionalism."

Despite the relative brevity of the intervention, our course appeared to be effective in improving diagnostic performance in simulated clinical reasoning skills problems, as measured by the CRP, and was generally well received by students.

By considering clinical reasoning as a skill to be learnt rather than a concept to be understood, a framework for teaching this skill can be developed.

"Chapter 2 also discusses a series of clinical implications and recommendations for stakeholders wishing to engage these dynamic spaces. Chapter 3 reviews three recent administrative and judicial cases that have emerged from the inappropriate use of social media and Chapter 4 concludes with the main implications of and significance of the findings. Further research is clearly required to solidify the evidence on the use of social media in health care and to explore and document its economic, clinical, governance and tactical impact and utility."

"Conclusions: Although the number of reports analyzed in this meta-analysis is small, these results show that SBME with DP is superior to traditional clinical medical education in achieving specific clinical skill acquisition goals. SBME is a complex educational intervention that should be introduced thoughtfully and evaluated rigorously at training sites. Further research on incorporating SBME with DP into medical education is needed to amplify its power, utility, and cost-effectiveness."

"Teaching clinical reasoning is important and feasible. Teachers who explicitly teach problem solving and decision making may help learners to improve their diagnostic accuracy and treatment choices."

"We suggest that the making thinking visible approach has potential to assist educators to become more reflective about their clinical reasoning teaching and acts as a scaffold to assist them to articulate their own expert reasoning and for students to access and use."

"All of these suggestions are about 'making sense common'. Clinical teachers are encouraged to use questions accompanying the main text to make a self-assessment of their current practice and consider potential changes to provide additional value for students during AEE."

"This study demonstrates a reliable and valid clinical performance assessment system for residents at all levels of training."

"This report focuses on how clinical teachers can facilitate the learning process to help learners make the transition from being diagnostic novices to becoming expert clinicians"

The Pause website sims to ensure that medics will be prudent in their prescribing of antibiotics and promote prudent use of them in whatever clinical context tehy are working in. You can create an account and the site includes a series of clinical vignettes which can be used as learnign resources.

Isabel is an award-winning, clinical decision support system designed to enhance the quality of diagnosis decision making. Its unique feature is a diagnosis reminder system.For a given set of clinical features Isabel instantly provides a checklist of likely diagnoses including bio-terrorism conditions, related diagnoses and causative drugs.

Surgical tutor offers some on-line clinical tutorials. Each of these tutorials is based on a clinical photograph, x-ray or pathological specimen and includes questions, answers, a short literature review and suggested further reading. The answers to each question can be viewed by hovering the mouse over the answer icon. This resource was peer reviewed and added to Omni - which is now Intute.

Ves Dimov's Clinical Cases and Images - Blog contains a rich collection of "presurfed" material for busy clinicians and features interactivity and timely discussion.

"Students are taught to (1) ask focused clinical questions, (2) search the biomedical research literature (PubMed) for the most recent and highest level of evidence, (3) critically evaluate the evidence, and (4) make clinical judgments about the applicability of the evidence for their patients."

"The renewed emphasis on clinical skills in medical education comes at a time when there is also increasing focus on the need to provide better care for populations that experience health disparities.2,3,10 SPs provide a unique opportunity to meet both the general goals of medical education in developing students' clinical skills and goals specific to enhancing and evaluating students' knowledge, attitudes, and skills with regard to patients with disabilities."