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Topps, David; Sharma, Nishan; Ellaway, Rachel; Cullen, Michelle; Cowan, Michele; Topps, Maureen; Corral, Janet; Armson, Heather; Popovic, Ana — 2021-01-13 Human-hybrid NLP.Using Turk Talk approach for Initial Dx and Final Dx. Example showing the Scenario Director's ability to redirect a User according to their free text input. This case can now be made public as a demo. In the 'About' node, we have added some additional instructional materials.

Topps, David; Ellaway, Rachel; Corral, Janet — 2021-04-14 Academic writing is a team sport, requiring close collaboration. We explore the concept of Agile Writing in this context. We look at various approaches, writing tools, team constructs and also provide some real examples of this in action. This document is based on a live, ongoing manuscript that can continue to be edited collaboratively, and commented upon. You can find the live document here: https://docs.google.com/document/d/1SQcei209kzleu9Sy2hL1XXucIlgAmhtH2fLOiNw0WDQ/edit?usp=sharing

Topps, David; Ellaway, Rachel; Corral, Janet — 2019-05-02 OpenLabyrinth is a software platform for creating, distributing and evaluating virtual scenarios. v3.1.1 is one of the more stable versions, and an easy install on a wide variety of LAMP servers.

Tan, Amy; Lee, Sonya; Corral, Janet; Topps, Sarah; Topps, David — 2019-05-14 Emil (Palliative Care) Case allows students to work through a realistic patient visit and subsequent interactions with Emil, a 72 year old male with an 8 month history of non curable non small cell lung cancer. The main learning objectives are to explore some issues surrounding end of life care such as understanding appropriate Palliative Care Symptom Management, exploring the different components of a goals of care discussion for advance care planning with a Palliative Care patient and his/her family and increasing the comfort level for discussing what to expect as death nears with the patient and family. This case is broken into three main sections – Emil's initial visit, which includes the assessment of his symptoms and an initial diagnosis; the therapy that you choose thereafter; and a follow-up visit after one month. The learner is encouraged to investigate, explore, ask questions, and make decisions based on realistic clinical encounters with the patient. Very little background about the patient is provided at the start of the case. As the learner moves through the case, the medical facts of the case are revealed. The learner will be required to engage general principles of history taking, consider principles of reflective practice, see how their attitude towards the patient affects the outcome, and be challenged to bring new ideas and approaches to the care and treatment of a patient with depression. This case is part of a series being generated for the CFPC SharcFM series. This particular case deals with various Palliative Care issues in Family Medicine. Follow Emil's case as he goes through a series of struggles. https://creativecommons.org/licenses/by-nc-sa/4.0/

Festen, Johanna; Lee, Sonya; Glasner, Carly; Corral, Janet; Aboulhoda, Alaa; Topps, David — 2020-03-29 Low back pain case for AFMC Infoway

Topps, David; Corral, Janet; Topps, Sarah; Diamant, Chris — 2019-05-14 The Mildred Blonde Dizziness Case is designed to get learners thinking about how to approach a patient complaining of dizziness. Mildred is a 78 year old woman who is cheerful and friendly, despite giving vague answers to most of the questions that the she’s asked. The case gives students an opportunity to progress through various pathways, with some more direct than others. The main learning objectives are to 1) differentiate between dizziness and vertigo on history, 2) interpret the findings of the physical examination, including the Dix Hallpike maneuver, 3) provide a differential diagnosis for dizziness and vertigo and 4) describe initial workup and management of dizziness and vertigo. This case is broken into several main sections, starting with 1) Mildred’s initial complaint of dizziness and an opportunity to ask her questions; 2) an initial diagnosis (choose the best three) 3) reviewing Mildred’s current and recent medications for possible adverse effects 4) physical examination steps 5) updated diagnosis and 6) recommended management of symptoms. The learner is encouraged to investigate, explore, ask questions, and make decisions based on realistic clinical encounters with the patient. Very little background about the patient is provided at the start of the case. As the learner moves through the case, the medical facts of the case are revealed. The learner will be required to engage general principles of history taking, consider principles of reflective practice, see how their attitude towards the patient affects the outcome, and is challenged to bring new ideas and approaches to the care and treatment of a patient with dizziness. This case was developed as part of the CFPC SharcFM series.

Daniel, Michelle; Gottlieb, Michael; Wooten, Darcy; Stojan, Jennifer; Haas, Mary R. C.; Bailey, Jacob; Evans, Sean; Lee, Daniel; Goldberg, Charles; Fernandez, Jorge; Jassal, Simerjot K.; Rudolf, Frances; Guluma, Kama; Lander, Lina; Pott, Emily; Goldhaber, Nicole H.; Thammasitboon, Satid; Uraiby, Hussain; Grafton-Clarke, Ciaran; Gordon, Morris; Pawlikowska, Teresa; Corral, Janet; Partha, Indu; Kolman, Karyn B.; Westrick, Jennifer; Dolmans, Diana — 2022 The COVID-19 pandemic caused graduate medical education (GME) programs to pivot to virtual interviews (VIs) for recruitment and selection. This systematic review synthesizes the rapidly expanding evidence base on VIs, providing insights into preferred formats, strengths, and weaknesses. PubMed/MEDLINE, Scopus, ERIC, PsycINFO, MedEdPublish, and Google Scholar were searched from 1 January 2012 to 21 February 2022. Two authors independently screened titles, abstracts, full texts, performed data extraction, and assessed risk of bias using the Medical Education Research Quality Instrument. Findings were reported according to Best Evidence in Medical Education guidance. One hundred ten studies were included. The majority (97%) were from North America. Fourteen were conducted before COVID-19 and 96 during the pandemic. Studies involved both medical students applying to residencies (61%) and residents applying to fellowships (39%). Surgical specialties were more represented than other specialties. Applicants preferred VI days that lasted 4–6 h, with three to five individual interviews (15–20 min each), with virtual tours and opportunities to connect with current faculty and trainees. Satisfaction with VIs was high, though both applicants and programs found VIs inferior to in-person interviews for assessing ‘fit.’ Confidence in ranking applicants and programs was decreased. Stakeholders universally noted significant cost and time savings with VIs, as well as equity gains and reduced carbon footprint due to eliminating travel. The use of VIs for GME recruitment and selection has accelerated rapidly. The findings of this review offer early insights that can guide future practice, policy, and research. https://creativecommons.org/licenses/by/4.0/legalcode