© PAUSE 2007
Thursday, 27th July 2017

Materials Explained

The resources are based around four main components:

In additional there are a variety of support materials, references and suggested protocols.


PowerPoint presentations provide a structured discussion session for each standard patient vignette topic. The focus of the content presented in a patient context. The slides can guide discussion around the patient focusing on the areas appropriate to student needs, rather than simply holding a question and answer session. The patient master cards can be provided at a later time to assist the student in reviewing the knowledge they have gained. It is useful to build on the studetns own clinical experience of a similar case.

Each vignette comprises a set of components:

  1. Session and Master Cards
  2. Preparation Vignette
  3. Multiple Choice Questions and Assessment Materials.

1) Session and Master Cards:
The Session and Master Cards are delivered in Microsoft PowerPoint and contain the core information about this vignette. They have the following standard format:

1) Descriptive Information

  • Title
  • Student level
  • Learning objectives for this Vignette (focus)
  • Which of the 12 outcomes this vignette can cover

2) Case Details

  • History
  • Clinical Signs
  • Investigations

3) Question Categories

  • Consider a Working Diagnosis
  • Assess Severity
  • Consider Investigations
  • Consider Public health issues
  • Appropriate Prescribing
  • Patient Management

4) Best Practice Statement

  • Brief review and summary of best practice treatment/management

5) Correct/Appropriate Answers with Reasons

6) Differential Diagnoses with Comments

7) References and Resources

  • A general list of useful resources and references including policies, procedures, protocols and URLs to assist your students.

The descriptive information informs the tutor of the outcomes of the standard vignette and what they can expect to cover if choosing this vignette. The document labelling may contain some information that you do not wish the students to see i.e the diagnosis, so it is essential that tutors review the materials prior to using them.

The Differential Diagnoses are potential alternate responses from students. These help focus the students' learning on the importance of decision making, the impact of patient management and expected time-scales. They also encourage the transference of information and support association between the different body systems.

The Best Practice Statement should be presented and explained to the students towards the conclusion of an interactive session.

Each vignette has been authored by different experts and will address different outcome areas. If using hte standard vignette as a presentation it is important to understand the "action buttons".

2) Preparation Vignettes:

Developed from the case details and question categories the preparation vignette provides students with the opportunity to visit the questions and prepare their responses, prior to attending the interactive sessions. The preparation vignette should be distributed at a suitable time prior to the interactive session. Where student knowledge is limited then the preparation vignettes should correspond to the Session and Master Cards topic chosen by the tutor for the discussion session. As the students understanding of prescribing advances it is not necessary to match the preparation vignette to the interactive vignette. Working with different vignettes can encourage deeper understanding and transference of knowledge.

3) Multiple Choice Questions and Assessment Materials:

Multiple choice questions and corresponding answers have been developed for most of the vignette. Some test the learning in the vignette while others test the transfer of knowledge. These can be used to assess your students. In addition attached to each vignette are a range of further assessment options which can be used including, OSCE stations, case report forms and critical response questions (CRQs).