Why should I do questions with a group?

  • Better course grades
    • Carry over of team study thinking to individual study
    • Better efficiency from long-term memory
    • Strengthens analytical thinking by:
      • analyzing course-relevant Step 1 questions
      • reframing the thinking process to explain patient data
      • developing rule-out thinking

What does a session look like?

  • 60 to 90 minutes weekly
  • questions correlated to course content
  • use the question analysis graphic organizer
  • have resources available (lecture notes, First Aid, review books)

How does the group analyze a question?

  1. Read the “Lead In” and record.
  2. Log patient data. Leader asks team member to read question stem and propose patient data. Leader records data on the Case Analysis template. Patient data includes information from the physical exam, history and lab values.
  3. Read and record the answer choices. This allows for processing time for the group.
  4. Rule out answers. Leader asks members to identify relevant information for each answer that contributes to ruling it out. Identify topics needed to rule out wrong answers. Debate relevance of facts. People remember arguments and agreements. Fill in the gaps in your learning. People remember different things, no one remembers everything. Aggressively seek relevant information.
  5. Determine pathophysiology cross-links between answer choices and patient data.
  6. Select your answer by consensus. (Pelley, 2012)

Example:
A 36-year-old man comes to the physician because he is experiencing abdominal pain, vomiting and a non-bloody diarrhea. He last ate chicken and rice about four hours ago at a Chinese restaurant. He has no other symptoms. Which of the following treatments should this man receive? (From First Aid Q&A, 3rd ed.)

Side to side analysis

How do I make my group work?

  • Set a time limit. (60 to 90 minutes)
  • Seek group consensus. People remember arguments and agreements.
  • Use multiple references. Be aggressive in finding information.
  • Integrate and make connections. Fill in gaps in learning.