DC for Clients and Facilitators

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Tentative Itinerary 

For a printable copy of the below instructions, click here.

    1. Do you have any additional business with the client? Final communication, etc.

    2. Declare the case officially ENDED. Hurrah!

    3. FIRST, ask the students to SELF ASSESS – Part 1:
      • Ask each student in turn to reflect on how well they think (a) the GROUP worked and (b) How they personally performed.
        • What went well?
        • What would they like to improve?
        • What specific feedback would each member of the group like to hear?
    4. Introduce the client (true identify) and provide a bit of background. Ask the client to provide feedback to the clinic and individual students' regarding his/her impressions, interactions, suggestions, etc. 
      1. Disclaimer: First, remind the students that what they are about to hear is just ONE PERSON'S opinion, although it is an honest impression. 
    5. Provide students with information and OUTCOME on real case - if it exists. If the DC case is a composite, share some information regarding the real life cases on which this DC exercise was based. 
      • Students always want to know about the real animal and how they performed relative to what was really done. 
      • Students often want to know how their approach compared to approaches taken by other DC groups working on the same case.
    6. Provide facilitator feedback to each group
      • The group's approach to case
      • Things that were missed or not adequately considered 
      • Medical records and SOAP's
      • Knowledge base and Research efforts (did they come back BETTER prepared?) 
      • Focus on the PROCESS of working through the case
      • See the DC web site for some of the items on the final evaluation form. 
    7. Ask the students for feedback
      • On the case – is it a good case and should we use it again?
      • On the client and facilitator – suggestions, improvements needed?
      • On the DC exercise itself
      • Ask them again how their group worked – Were there any problems they want to talk about?
      • Remind students that they will have an opportunity to provide written comments later.
    8. Stress the importance of the LEARNING ISSUES. Ask them: “As you reflect and prepare your Grand Rounds presentation, what do YOU think were the important learning issues in this DC case?” These should include more than medicine issues – e.g. client communications, etc.

    9. Provide some final instructions regarding Presentations, Handout, and final Medical Record.


      • HANDOUT: The intention of the handout is to be a supplement form that would be used in a Continuing Education (CE) case presentation that the clinic would be giving to colleagues in a practice or at a local conference. It is a take away from the PowerPoint presentation and disease - For more details
        • If you want to: you can offer to proofread the student handouts and provide preliminary feedback. Warn students not to wait until the last minute to send you their document!
      • Images from the case will be emailed (by you, the facilitator) or posted on the ONEDRIVE folder, facilitator or animal name. Use these images in PowerPoint or the handout as they deem appropriate for presenting their case. When using graphics and figures in the handout, ONLY less than 25% of space can be used.
        • Be sure to use and be able to explain any radiographic/ultrasound images, including POINTING OUT the key features. Ask for help if needed.
      • Presentation: students should clearly explain pathogenesis & pathophysiology – explain the clinical signs
        • Be sure to consider and share any SPECIAL instructions or recommendations regarding presentation of the case at hand.
        • Students should be sure to use and be able to explain any radiographic/ultrasound images, including POINTING OUT the key features. Ask for help if needed.
        • Remember, detailed instructions for the handout & presentation are on the DC web site. For example, not every member of the clinic is expected to present, but everyone should present in at least one DC.
Washington State University