Case‐Based Learning in Surgery: Lessons Learned

Nordquist, Jonas; Sundberg, Kristina; Johansson, Linda; Sandelin, Kerstin; Nordenström, Jörgen

doi:10.1007/s00268-011-1396-9

Cited by 24 publications

(26 citation statements)

References 14 publications

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“…Nowhere is the stress greater than in the stressful and rapidly changing environment of high-risk surgery, including the realms of obstetrics, cardiothoracic, neurosurgery, and trauma. 62 Where do medical/nursing students, trainees/residents, consultant/attending doctors, midwives, and a range of other allied health professionals learn to work together as team-members? In recent years, medical training has made significant progress in incorporating problem-based learning in undergraduate medical education.…”

Section: Team Training and Simulationmentioning

confidence: 99%

“…In recent years, medical training has made significant progress in incorporating problem-based learning in undergraduate medical education. 62 However, incorporation of such modules into the curriculum can be challenging 62 -and often the teaching occurs within singlespeciality groups. Formal training and assessment of team skills (using validated metrics that could potentially be included in a portfolio or personal appraisal system; see the Priority 2 section) is also typically not carried out as part of specialist training on the doctor's way to becoming a consultant/attending physician.…”

Section: Team Training and Simulationmentioning

confidence: 99%

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Improving patient safety in the operating theatre and perioperative care: obstacles, interventions, and priorities for accelerating progress

Sevdalis

Hull

Birnbach

2012

British Journal of Anaesthesia

120

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The publication of To Err Is Human in the USA and An Organisation with a Memory in the UK more than a decade ago put patient safety firmly on the clinical and policy agenda. To date, however, progress in improving safety and outcomes of hospitalized patients has been slower than the authors of these reports had envisaged. Here, we first review and analyse some of the reasons for the lack of evident progress in improving patient safety across healthcare specialities. We then focus on what we believe is a critical part of the healthcare system that can contribute to safety but also to error-healthcare teams. Finally, we review team training interventions and tools available for the assessment and improvement of team performance and we offer recommendations based on the existing evidence-base that have potential to improve patient safety and outcomes in the coming decade.

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Section: Team Training and Simulationmentioning

confidence: 99%

Section: Team Training and Simulationmentioning

confidence: 99%

Improving patient safety in the operating theatre and perioperative care: obstacles, interventions, and priorities for accelerating progress

Sevdalis

Hull

Birnbach

2012

British Journal of Anaesthesia

120

View full text Add to dashboard Cite

show abstract

“…Instead of giving extensive information to students, fundamental information and approaches should be delivered through methods that assist in recalling of knowledge. Today, active methods in which students learn through a procedural process as active participants not passive like in traditional medical education are preferred [11][12][13][14][15][16][17].…”

Section: Overview Of Pre-graduate Medical Educationmentioning

confidence: 99%

A Contemporary Approach to Medical Education at University of Health Sciences, a Brand-New Macro Organization Model

Bektemür¹,

BEKTAŞ²,

Karakoç³

et al. 2017

J Hosp Med Manage

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This article aims to establish a fundamental approach to how pre-graduate medical education will be conducted at University of Health Sciences (UHS) in IstanbulTurkey, which covers all areas with a macro organizational structure together with 56 Education and Research Hospitals under Ministry of Health affiliated to UHS School of Medicine and to review current trends in medical education. UHS School of Medicine aims to enhance the quality of medical education and offer education at high standards through international cooperation. UHS School of Medicine has the vision of becoming a 'model' school of medicine with a pre-graduate education system based on program output in medical education and public health, which will be realized in health research and application centers that deliver healthcare. The students of UHS School of Medicine to receive their education including professional skill practices and clinical internships both during pre-clinic and clinic periods at affiliated hospitals is suitable for the fundamental properties of public-based medical education and offers rich educational opportunities for the students. With this macro organization, meeting both national and international standards at a certain level will increase occupational quality and enable our students to become "universal doctors."

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“…With these items in mind a model for assessing students in a group was requested. The Undergraduate Medical Program at Karolinska Institutet in Surgery once met a similar challenge with Case-Based Learning (CBL) in clinical training [12]. This method is characterized by its two learning phases: the preparation phase and the seminar.…”

Section: Introductionmentioning

confidence: 99%

“…In the preparation phase, the individual students read and reflect on a specific case in preparation for the case seminar which promote peer learning [13][14][15]. Although the implementation of CBL was not satisfactory in that study [12], partly because of exposure of the weaknesses of the implementation process and the misalignment between CBL and the reigning teaching and learning regime, advantages which could be applied to the clinical training in nursing were uncovered.…”

Section: Introductionmentioning

confidence: 99%

Assessing Students' Learning in Student-dedicated Treatment Rooms during Clinical Nursing Education

Eulau¹,

Sundman²,

Scheja³

et al. 2015

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In the present study, a model which enables a combination of individual, formative assessment with summative assessment in a group was introduced and evaluated in clinical education. Based on a qualitative design, the study embodies research based on participation and theory founded on empirically practical try-outs. The one-year project included two Swedish universities and related health care settings within one hospital. Three groups participated in the study. A survey was conducted at the end of each period to measure the students' learning attitudes. Narrative data from the surveys were compared to the impressions of the teachers using a hermeneutic approach. The implementation of assessing students in a group was successful in this study. The model is developed for a nursing program but has general qualities which, combined with a customized form of assessment, could be applicable to various educational programs.

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Case‐Based Learning in Surgery: Lessons Learned

Cited by 24 publications

References 14 publications

Improving patient safety in the operating theatre and perioperative care: obstacles, interventions, and priorities for accelerating progress

Improving patient safety in the operating theatre and perioperative care: obstacles, interventions, and priorities for accelerating progress

A Contemporary Approach to Medical Education at University of Health Sciences, a Brand-New Macro Organization Model

Assessing Students' Learning in Student-dedicated Treatment Rooms during Clinical Nursing Education

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