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When I was a third medical student one of the things that really stuck out in my mind that I thought was very effective was when a pediatric chief resident spent about 30 minutes after rounding with a number medical  textbooks (internet today) and we were "pimped" on photos of certain diagnoses.  The particular photo sometimes did stimulate a deeper discussion into some of the minutia. It was a sort of "rapid fire" format not meant for just a lot of discussion or folderol. At the time I did not think that I was getting much out of it. Let's face it practicing medicine is largely based on sight, as is so much in life. It sounds ridiculously obvious but we rarely use hearing smell Touch To arrive at a rock solid diagnosis. These can be used in a supportive role, no doubt. There I've come to make the conclusion that learning certain things in the same way that you will absolutely need to practice or use day in day out is extremely effective.   Thematic learning is a pattern of learning that we have all been exposed to in one way or another. By and large I don't think medical education is structured in its wake. Thematic learning is learning from the top down. It's defining what we're needing to know Identifying that particular central core idea; starting there and grasping the broad picture first and foremost. Filling in the peripheral knowledge and supporting information then follows.  An example may best illustrate how this is structured. Let's take the diagnosis of shingles. When we learn about shingles we often start off with the unique characteristics of the rash. Much time is spent on the unique nature of the rash and the underlying virology, perhaps Because it refreshingly reinforces anatomical as well as microbiological principles. We then, it seems, spend more time on the microbiology of the VZ virus. It seems that we thne learn about Herpes zoster Ophthalmicus a serious sunset time is our first line of event form and then also post herpetic neuralgia A severe Chronic pain syndrome that can follow shingles.  So it seems we are "channeled" intalbeit the more interesting and "neat" aspects, but much of this Is redundant information and while very important overemphasized and may take away from the initial potential top end learning curve. 

In contrary, thematic learning involves preferably visualizing the rash then associating the rash with it's name.  Recognizing it's unique characteristics, describing in clinical terms important signs and symptoms And then basically what to do when we see it.  All the other business is very fascinating very interesting in those games here number 22 points per game and over seven and no less very pertinent to truly understanding and forming a deep knowledge of the clinical scenario but when learning it really serves does not serve a  big purpose. One may argue that is often the learner's responsibility to be able to approach material in this way and to know that already send my call and however more times than not we are LED down this pathway I'm trying to understand new material based upon how it is in fact presented.

Most if not all of these scenarios I have encountered in real life. I think that it gives some authenticity to the process. So, these are all real clinical cases and some are illustrated using a photo that may just be a representation, but I tried and will continue to capture the diagnosis in time.  All peripheral information has been derived from today.com. I have also instilled some of my own learning clinical pearls into the agenda. The idea this is circumvent a lot of meaningless, I hurting it knowledge and material for the essence of making the learning process very efficient.  I consider this test Pratt Fluid and adding to it frequently with new picks, diagnosis and clinical scenarios in conundrums. Thank you Brian K Bracy.