Original Publication
Open Access

Preparing for Clerkships: Learning to Deliver Specialty-Specific Oral Presentations

Published: October 29, 2015 | 10.15766/mep_2374-8265.10261

Included in this publication:

  • Instructor's Guide.docx
  • Specialty Specific Oral Presentation.pptx
  • Oral Presentation Checklist.doc
  • STAGE Guidelines.docx
  • Patient Presentation Rating Tool.doc
  • Specialty Specific Interview Transcripts and Sample Oral Presentations.docx
  • Internal Medicine Case OP Video.mp4
  • Family Medicine Case OP Video.mp4
  • Pediatric Case OP Video.mp4
  • Surgery Case OP Video.mp4
  • Emergency Medicine Case OP Video.mp4
  • Obstetrics-Gynecology Case OP Video.mp4
  • Psychiatry Case OP Video.mp4
  • Neurology Case OP Video.mp4

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. This publication includes large downloadable files. If you experience difficulty downloading these files, please contact mededportal@aamc.org to receive a free DVD version via mail.

Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.


The Association of American Medical Colleges’ Entrustable Professional Activity (EPA) 6 states that “the day 1 resident should be able to concisely present a summary of a clinical encounter to one or more members of the health care team (including patients and families) in order to achieve a shared understanding of the patient’s current condition.” It further notes that the entrustable student should be able to “provide an accurate, concise, and well-organized oral presentation” and to “adjust the oral presentation to meet the needs of the receiver of the information.” This curriculum focuses specifically on how to adjust the oral presentation according to the needs of the specialty and provides a foundation upon which students can further refine their skills during clerkships. This curriculum is designed to teach second-year medical students the fundamentals of specialty-specific oral presentations just prior to the start of their clinical rotations. The curriculum covers the most common core clerkships at US medical schools: internal medicine, family medicine, pediatrics, surgery, obstetrics and gynecology, psychiatry, neurology, and emergency medicine. The curriculum serves as an extension of the MedEdPORTAL publication “Teaching Oral Presentation Skills to Second-Year Medical Students.” This curriculum was successfully deployed during Brown’s Clinical Skills Clerkship (CSC) in 2015. Although there has been a session on specialty-specific OPs for the past 3 years, the current iteration of the curriculum has only been in use for 1 year. In 2015, 121 students completed the CSC. Students ranked the effectiveness of instruction on specialty-specific OPs by the senior medical students on a 1-6 Likert scale (1 = Poor, 6 = Outstanding). The mean of these scores was 4.72 (SD = 0.99). Qualitative comments suggested that students appreciated the opportunity to focus on what they would need to do in the specialty of their first clerkship, while simultaneously gaining a broad perspective of how oral presentation requirements would change during each core rotation. Students appreciated having the resources organized by specialty to access them easily both during the CSC and for future reference.

Educational Objectives

By the end of this session, learners will be able to:

  1. Describe how oral presentations differ for each core clerkship specialty.
  2. Synthesize information gathered during a clinical encounter into a well-organized oral presentation that adapts to the context, timing, content, and format expectations of the specialty.
  3. Prioritize data gathered such that relevant data are included and irrelevant data are omitted according to specialty standards.
  4. Demonstrate delivery of an oral presentation for the specialty of their first clerkship with attention to both content and process (stylistically polished, fluent, with good eye contact, and without the use of filler words or distracting behaviors).

Author Information

  • Michelle Daniel, MD: University of Michigan Medical School
  • Ryan Heney, MD: The Warren Alpert Medical School of Brown University
  • Brian Kwan: The Warren Alpert Medical School of Brown University
  • Courtney Mannino, MD: The Warren Alpert Medical School of Brown University
  • Claire Williams, MD: The Warren Alpert Medical School of Brown University
  • Kelly Macdonald, MD: The Warren Alpert Medical School of Brown University
  • John Williams, MD: The Warren Alpert Medical School of Brown University
  • Juliann Reardon, MD: The Warren Alpert Medical School of Brown University
  • Daniel Resnick-Ault, MD: The Warren Alpert Medical School of Brown University
  • Terra Schaetzel-Hill, MD: The Warren Alpert Medical School of Brown University
  • Justine Cormier, MD: The Warren Alpert Medical School of Brown University
  • Matthew Schwede, MD: University of California, San Francisco, School of Medicine
  • Rohit Sangal, MD: The Warren Alpert Medical School of Brown University
  • Rahul Dalal, MD: The Warren Alpert Medical School of Brown University
  • Paul George, MD: The Warren Alpert Medical School of Brown University
  • Elizabeth Sutton, MD: The Warren Alpert Medical School of Brown University

None to report.

None to report.


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Daniel M, Heney R, Kwan B, et al. Preparing for clerkships: learning to deliver specialty-specific oral presentations. MedEdPORTAL. 2015;11:10261. https://doi.org/10.15766/mep_2374-8265.10261