Case Based Review Questions, Review Sessions, and Call Schedule Type Enhance Knowledge Gains in a Surgical Clerkship

McLean, Susan; Horn, Kathryn; Tyroch, Alan

doi:10.1016/j.jsurg.2012.07.005

Cited by 18 publications

(14 citation statements)

References 11 publications

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“…CBL is used to impart knowledge in various fields in health care and various fields of medicine. The findings in this review showed that articles demonstrated the use of CBL in medicine, 2 , 4 – 7 , 9 , 10 , 12 – 14 , 18 – 21 , 24 – 26 , 30 , 33 , 34 , 36 , 37 , 39 – 44 , 46 , 48 – 62 , 64 – 67 dentistry, 8 , 15 , 16 , 22 , 23 , 28 pharmacology, 11 , 27 , 29 , 35 , 45 , 63 occupational and physical therapy, 31 ...…”

Section: Discussion and Reviewmentioning

confidence: 80%

“…One article describes using a paper and pencil plus live review sessions on improving student knowledge as tested by a standardized test in surgery. 6 Another paper from Germany describes initiation of a CBL curriculum for medical students and lists the pitfalls in establishing this curriculum. 26 A third undergraduate paper in a medical school course in surgery describes utilizing CBL and a more structured curriculum to aid in knowledge gains.…”

Section: Discussion and Reviewmentioning

confidence: 99%

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Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature

McLean

2016

Journal of Medical Education and Curricular Development

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471

342

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IntroductionCase-based learning (CBL) is a newer modality of teaching healthcare. In order to evaluate how CBL is currently used, a literature search and review was completed.MethodsA literature search was completed using an OVID© database using PubMed as the data source, 1946-8/1/2015. Key words used were “Case-based learning” and “medical education”, and 360 articles were retrieved. Of these, 70 articles were selected to review for location, human health care related fields of study, number of students, topics, delivery methods, and student level.ResultsAll major continents had studies on CBL. Education levels were 64% undergraduate and 34% graduate. Medicine was the most frequently represented field, with articles on nursing, occupational therapy, allied health, child development and dentistry. Mean number of students per study was 214 (7–3105). The top 3 most common methods of delivery were live presentation in 49%, followed by computer or web-based in 20% followed by mixed modalities in 19%. The top 3 outcome evaluations were: survey of participants, knowledge test, and test plus survey, with practice outcomes less frequent. Selected studies were reviewed in greater detail, highlighting advantages and disadvantages of CBL, comparisons to Problem-based learning, variety of fields in healthcare, variety in student experience, curriculum implementation, and finally impact on patient care.ConclusionsCBL is a teaching tool used in a variety of medical fields using human cases to impart relevance and aid in connecting theory to practice. The impact of CBL can reach from simple knowledge gains to changing patient care outcomes.

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Section: Discussion and Reviewmentioning

confidence: 80%

Section: Discussion and Reviewmentioning

confidence: 99%

Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature

McLean

2016

Journal of Medical Education and Curricular Development

Self Cite

471

342

View full text Add to dashboard Cite

show abstract

“…Students specifically commented that the ophthalmology-made-easy handout and case-based teaching sessions were positive aspects of the course, and noted these materials to be superior to the ear, nose, and throat and emergency medicine presentations. Faculty presented ophthalmology teaching sessions in a case-based format, as this teaching style is evidenced to enhance knowledge, 20,21 cultivate teamwork, 22 and improve patient care. 23 Data also suggests that case-based learning is more effective than conventional lecturebased methods at teaching students content, 24 and we believe that this format contributed to students' overwhelmingly positive reception and high examination scores.…”

Section: Discussionmentioning

confidence: 99%

A Required Ophthalmology Rotation: Providing Medical Students with a Foundation in Eye-Related Diagnoses and Management

et al. 2021

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Introduction: Current ophthalmologic training in medical school is inadequate in preparing medical students to handle basic eye complaints as nonophthalmology residents. Most medical students are uncomfortable performing eye examinations, but increased ophthalmology training improves confidence in this area. The University of Pittsburgh School of Medicine (UPSOM) teaches students the basics of ophthalmology with a required 1-week rotation during the 1-month specialty care clerkship (SCC), providing students with skills to perform rudimentary eye examinations as nonophthalmology providers. Methods: Within a 1-week ophthalmology rotation, we developed a series of interactive case-based teaching sessions, handouts, and homework that accompanied clinical instruction to familiarize third-and fourth-year medical students with ophthalmic equipment, terminology, diagnosis, and management. Of learners, 67 (roughly 11 per cohort) rotated on six consecutive SCCs beginning in May 2019. All learners completed an in-house exam and received resident clinical evaluations at the end of their rotation. Results: Of the 64 participants who responded to the survey, 100% rated the quality of teaching sessions outstanding or good, and 83% of students strongly agreed or agreed with the statement, "I believe the overall teaching in the ophthalmology clinical settings was good quality." The average clinical and exam score for ophthalmology over 6 months was 4.5 out of 5, and 83% respectively. Discussion: Generally positive student feedback as well as high clinical and exam scores suggested that the required UPSOM ophthalmology clerkship was both engaging and effective. This course can be easily adapted to teach students at other medical institutions.

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“…Wysokie ryzyko powikłań i balansowanie na granicy niepowodzenia terapeutycznego nie pozostawia w tych przypadkach miejsca na błąd. W związku z tym niezbędne staje się poszukiwanie alternatywnego sposobu zdobywania doświadczenia w realizacji procedur, które są niebezpieczne, wiążą się z nietypowymi lub rzadkimi sytuacjami, dla których praktyka ma [19][20][21]. Odbywa się to pod okiem doświadczonego mentora, jednak dużą wagę przykłada się do samodzielnego rozwiązania problemu przez uczestników.…”

Section: Wstępunclassified

“…Ważnym elementem tej metody jest samodzielność w podejmowaniu decyzji, dzięki czemu szkolący się mogą rozwijać cenne umiejętności, pokazywać swoje mocne strony oraz odkrywać własne zdolności i predyspozycje. Z pojęciem nauczania problemowego związane jest pokrewne mu pojęcie nauczania opartego na przykładach (Case Based Learning, CBL), które w założeniu korzysta z przykładów z życia, czyniąc dydaktykę bardziej rzeczywistą [18,[20][21][22][23][24][25][26]. CBL jest definiowane jako ustrukturyzowane doświadczenie edukacyjne, w którym wykorzystuje się realistyczne przypadki kliniczne w celu rozwiązania lub zbadania problemu klinicznego [25,26].…”

Section: Wstępunclassified

Simulation training based on real clinical cases.

Karwan¹,

Pirożyński²

2022

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Zaawansowane funkcjonalności narzędzi symulacji medycznej mogą być wykorzystywane w doskonaleniu personelu medycznego. Dotyczy to skomplikowanych sytuacji klinicznych u pacjentów w stanie ciężkim lub z zagrożeniem życia. Trudne i rzadkie przypadki kliniczne mogą służyć do przygotowania scenariuszy symulacyjnych. Praktyczne ich przećwiczenie oraz omówienie w trakcie sesji debriefingowej pozwala na przygotowanie lekarzy do realizacji podobnych procedur w rzeczywistym środowisku pracy. Szczególnie cenna jest metoda nauczania problemowego oraz opartego na przypadkach klinicznych. Pozwala ona aktywnie uczestniczyć w procesie dydaktycznym, skupiając uwagę na zagadnieniu w ujęciu holistycznym. Znajomość zasad postępowania oraz praktyczna umiejętność działania, w tego typu zdarzeniach, niewątpliwie podnosi bezpieczeństwo leczonych pacjentów. Technika doskonalenia symulacyjnego oparta na przypadkach klinicznych może być również wykorzystywana do szkolenia personelu medycznego Sił Zbrojnych RP.

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Case Based Review Questions, Review Sessions, and Call Schedule Type Enhance Knowledge Gains in a Surgical Clerkship

Cited by 18 publications

References 11 publications

Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature

Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature

A Required Ophthalmology Rotation: Providing Medical Students with a Foundation in Eye-Related Diagnoses and Management

Simulation training based on real clinical cases.

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