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Faculty Visitors

Case Write-ups and Presentations

Depending on the type of visitor, students may be expected to do one to two case write ups that are sent to the visitor one week prior to the visit and then formally presented during the visit. Case write up guidelines:

  • Cases selected should pertain to the visiting person’s specialty; the student will want to utilize the expertise of the specialty faculty as much as possible;
  • Planning ahead will facilitate procurement of cases in specialty areas;
  • Students need to keep track of possible patient candidates as they work with their preceptor in the course of normal activity;
  • It is not necessary to present exotic or rare cases; common conditions and how they are handled are just as important;
  • Plan ahead to do the search and article request;
  • It is important to be current and knowledgeable about what is being presented so that effective communication can occur; read the standard textbooks thoroughly about the basic concepts and principles of the condition that is being presented;
  • Know each case factually and be prepared to present each one in oral summary form;
  • The student must present cases that they have been involved in; i.e., the student has performed the history and physical, considered a differential diagnosis, has been involved with the treatment and has monitored the patient’s progress;
  • Bring pertinent x-rays, scans, EKG’s and other data to review;
  • The student should have their name and the date on all case presentations along with the type of visit prepared for, i.e., Internal Medicine, Pediatrics, etc.;
  • All patient records are confidential and should be handled as such—any copied record used in case presentations must not include patient identification;
  • Have copies of write-ups available for UW faculty (send electronic file of write-up to your Regional Dean);
  • Discussion of cases should be clear and concise;
  • Arrange for a place to present the cases and patients—it is inappropriate to discuss cases in a patient’s presence or in a hallway;
  • Take advantage of the faculty visitor as a consultant on cases about which the student and/or preceptor(s) have questions;
  • Encourage patients whose cases will be presented, to come to the clinic on the day of the faculty visit. If applicable, local patients can be seen in consultation with visiting faculty.
  • Encourage the preceptor to be there for the presentations to provide support and clarification of case details if necessary;
 
   
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