Assignment 1: Grand Rounds Assignment
- Your presentation must include:
- Three learning objectives that must be clearly written and presented
- A complete SOAP on the approved template
- An extended SOAP note
- At least five test questions (such as multiple choice and/or matching) designed to asses mastery of the learning objectives
- A minimum of five scholarly resources
- Your presentation must include:
Additional Guidelines
For the presenters:
Your goal is to present your case as a teaching presentation and lead a discussion throughout the week.
Here are some tips for facilitating the discussion:
- To prepare for your presentation, rehearse the key points and findings of your research and think about points you can make to initiate the discussion and keep it going.
- Develop questions you can ask to initiate the discussion and keep it going.
- As you approach the end of the discussion period, ask participants to:
- Summarize the discussion.
- Draw conclusions from the collective group discussion.
Keep the presentation interesting, professional, and focused on the topic. APA format is expected, and references should be cited.
For the participants:
Those not assigned to present this week should participate in all Grand Round Discussions. Here are some guidelines for participation:
- Prepare for the discussion by reading the presenters’ submission.
- Keep your participation at the level of critical thinking—analyzing, synthesizing, and evaluating. Make connections between what you are learning in this course and what you already know.
- Make comparisons and challenge points of view. Interact with both presenters and other students.
- Add to the experience using what you might have read about the topic or experienced personally.
- Be prepared to substantiate your points of view.
At the end of the week, be prepared to summarize or draw conclusions from the presentation experience.
| Assignment 1 Grading Criteria | Maximum Points |
| When You Are a Presenter: | |
| Identified a minimum of three learning objectives and five test questions. Learning objectives are written in a clear and concise manner. | 5 |
| Identified a diagnosis that has been covered in course materials up to this week and created a completed extended SOAP note and evaluation following template. Presented pathophysiology of the disease process contributing to this patient’s diagnoses. | 15 |
| Proposed and discussed a treatment plan, education plan, and follow-up plan based on clinical guidelines and current literature. Identified and described research material to support the diagnosis and plan. Described best practices for optimal outcomes. | 10 |
| Provided a critical reflection of interaction and investigation. Evaluated the patient encounter and finished with concluding remarks that highlighted the learning objectives. | 5 |
| Included a minimum of five scholarly resources with maximum of one course text—no secondary sources. Included clinical guidelines and literature that provided the evidence for the diagnosis, therapeutic plan and education. References followed APA guidelines. | 5 |
| Facilitated a discussion relevant to the presentation topic. | 10 |
| Total: | 50 |
| Assignment 1 Grading Criteria | Maximum Points |
| When You Are a Participant: | |
| Participated in all Grand Round discussions by adding points, citing related research, and proposing alternate points of view. | 10 |
| Responded to questions posed by the presenter. | 10 |
| Accurately analyzed the information in terms of making connections between what you are learning in the course and what you already knew. | 10 |
| Appropriately evaluated, critiqued, and challenged the points of view of others and substantiated your own points of view. Accurately synthesized the information presented by summarizing and drawing conclusions. | 10 |
| Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in the accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation. | 10 |
| Total: | 50 |
Expert Solution Preview
Introduction:
As a medical professor responsible for creating assignments and evaluating student performance, one of the assignments I have designed is the Grand Rounds Assignment. In this assignment, students are expected to prepare a presentation that includes learning objectives, a SOAP note, test questions, and scholarly resources. Additionally, they are required to facilitate a discussion relevant to the presentation topic. In this answer, I will provide details on the grading criteria for both presenters and participants in the Grand Rounds Assignment.
1. What are the requirements for presenters in the Grand Rounds Assignment?
Presenters in the Grand Rounds Assignment are required to identify a minimum of three learning objectives and five test questions that are clearly written and presented in the assignment. They must also present a completed extended SOAP note on the approved template that includes the pathophysiology of the disease process contributing to the patient’s diagnosis. They should propose and discuss a treatment plan, education plan, and follow-up plan based on clinical guidelines and current literature and identify and describe research material to support the diagnosis and plan. A critical reflection of interaction and investigation to evaluate the patient encounter and concluding remarks that highlight the learning objectives should also be included. Finally, presenters are expected to include a minimum of five scholarly resources, with no more than one course text and references following APA guidelines. Facilitating a discussion relevant to the topic is also a requirement.
2. What are the requirements for participants in the Grand Rounds Assignment?
Participants in the Grand Rounds Assignment should participate in all Grand Round discussions by adding points, citing related research, and proposing alternate points of view. They should respond to questions posed by the presenter and accurately analyze the information in terms of making connections between what they are learning in the course and what they already know. Participants should appropriately evaluate, critique, and challenge the points of view of others and substantiate their own points of view. Finally, they should accurately synthesize the information presented by summarizing and drawing conclusions. Writing in a clear, concise, and organized manner, demonstrating ethical scholarship in the accurate representation and attribution of sources, and displaying accurate spelling, grammar, and punctuation are also requirements for participants.
