The primary purpose of Clinitalk is to provide metrics for subsequent facilitated qualitative reflection.
Or in plain English, Clinitalk is trying to get trainees to recognise their behaviours and to think more about them, ideally facilitated by their trainer or examiner.
To facilitate the discussion trainees can link their Clinitalk account with their trainer, so that their trainer can view and review consultations.
To help stimulate reflection that is frequent, deep and meaningful we provide novel and engaging content after each recorded consultation. As reflection is core to skill acquisition our hypothesis is that stimulating high quality reflection will translate into improvements in learning.
Interleaving is the evidence based teaching method where students mix multiple topics while they study. Blocked study is where students learn by spending extended periods concentrating on a single topic.
Learning by interleaving has been shown to confer a performance advantage versus blocked study. Clinitalk encourages the regular recording of clinics to take advantage of the natural interleaving of topics that occurs.
There is evidence that learners construct knowledge through experiences and reflections and that learning is more effective were the learner is actively engaged in constructing their own understanding. Clinitalk aids learners in the construction of knowledge from their consulting experiences to embed and improve learning.
Effective learners set goals and monitor their progress and adjust their strategies based upon feedback. Teaching strategies that promote metacognitive skills have been shown to enhance learning and retention of knowledge. Clinitalk stimulates increased metacognition by increasing access to feedback.
Clinitalk's role is not to tell you whether your behaviour is correct or incorrect. We are here to make you aware of your behaviours and to encourage thinking about your behaviour supported by the best evidence from educational theory and clinical guidance.
