Case-based teaching in preventive medicineRationale, development, and implementation

Epling, John W.; Morrow, Cynthia B.; Sutphen, Sally M.; Novick, Lloyd F.

doi:10.1016/s0749-3797(03)00028-x

Cited by 22 publications

(14 citation statements)

References 21 publications

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“…[68][69][70][71] The integrated set of smallgroup discussion cases that form the basis of the C-POP approach to instruction were designed to allow customization to meet the needs, educational levels, and previous experience of learners and to address time constraints that pose barriers to implementation of new content in clinical curricula. 72 The initial curriculum development effort will take place in Year 1, with final revisions being made by the end of Year 2, following the pilot phase of the program. Incorporation of the revised learning experiences into the 6 other Texas PA programs will occur in project Year 3 following faculty development training for representatives from each program.…”

Section: Curriculum Developmentmentioning

confidence: 99%

Educating physician assistants as agents in cancer control: Issues and opportunities

et al. 2007

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Section: Curriculum Developmentmentioning

confidence: 99%

Educating physician assistants as agents in cancer control: Issues and opportunities

et al. 2007

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“…Dans les domaines de la gériatrie 6 ou encore de la médecine préve n t i ve 7,8,9 , certaines écoles de médecine ont recours à des séances d' a p p rentissage par petits groupes basées sur des scénarios complexes. La mise en place des ARPc à l' Un i versité de Liège a béné-ficié du soutien de l'équipe du Département de médecine générale de Rouen (F. Bécret et P. Olombel) qui applique depuis 1993 une méthode pédagogique également inspirée de la méthode classique de l' a p p rentissage par problèmes et adaptée à la formation de 3 e c ycle en médecine générale.…”

Section: Concepts Et In N Ova T I O N Sunclassified

Approche de la complexité contextuelle et de la pluridisciplinarité de l'action médicale : mise en place de séances d'apprentissage à la résolution de problèmes complexes (ARPc) en fin de 2^e cycle d'études médicales

et al. 2005

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Résumé Co n t exte : La formation des futurs médecins doit pre n d re en compte la portée éthique, socio-enviro n n e m e n- Les objectifs pédagogiques spécifiques des ARPc sont l' a p p roche de la complexité contextuelle de toute pratique médicale et l'initiation au tra vail pluridisciplinaire. Résultats : Les pre m i è re s p ro c é d u res d' é valuation qualitatives ciblant étudiants et enseignants donnent des résultats assez favo rables. Conclusion : L'expérience est poursuivie moyennant quelques aménagements organisationnels mineurs. Elle s' o u v re à d' a u t res disciplines médicales et fait l'objet d'une évaluation quantitative à publier ultérieure m e n t .Mot clés Formation médicale prégraduée ; apprentissage par problèmes ; complexité ; pluridisciplinarité ; é valuation. Ab s t ract Co n t ext: Medical student education has to take into account the ethical, socio-environmental, economical, legal and psychological significance of medical practice as well as its multidisciplinary context. As part of the re f o rm in the medical school curriculum which has been decided at the Un i versity of Liège, a particular modality of problem-based learning has been developed, the so-called complex problem solving learning (ARPc in French abbreviation). Goals: T h e authors present concrete examples and re p o rt the methodology which has been followed during the establishment of ARPc as well as the first analysis of a qualitative evaluation. Subject: The plan of action has been developed in the two last ye a r s of the medical school. The specific pedagogic objectives are the approach of the contextual complexity as seen in any medical practice as well as the introduction to a multidisciplinary practice. Results: The first qualitative evaluation pro c e d u re s display favo u rable results. Co n c l u s i o n : The experience continues with a few minor organisational modifications and it opens itself to others medical matters. A more quantitative evaluation will be published later.Key words Undergraduate medical education; problem based learning; complexity; multidisciplinarity; Article disponible sur le site

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“…Furthermore, this method more closely mimics behaviors used by scientific researchers by putting students into teams to confront and solve problems. 7,8 Case studies are more effective in developing noncognitive aspects of students, such as oral communication, compared to more traditional instructorcentered teaching. 9 Integration of case-based teaching in nursing education helped students organize clinical information better as well as increase clinical competence.…”

Section: Introductionmentioning

confidence: 99%

A Case-Based Toxicology Elective Course to Enhance Student Learning in Pharmacotherapy

Brown

Pond

Creekmore

2011

American Journal of Pharmaceutical Education

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Objective. To assess the impact of a case-based toxicology elective course on student learning in related required courses and student performance on the Pharmacy Curriculum Outcomes Assessment (PCOA) examination. Design. A case-based clinical toxicology elective course that contained topics from 2 required courses, Pharmacology III and Pharmacotherapy II, was offered in the spring 2009 to second-and third-year pharmacy students. Assessment. Scores on the Toxicology subsection of the PCOA of students enrolled in the elective were higher than those of students not enrolled (91.3% 6 4.1 vs. 67.2% 6 5.7). Enrollment in the elective was related to increased examination scores among Pharmacotherapy II students (89.5% 6 2.0 vs. 83.9% 6 1.8). Students indicated on course survey instruments that they were satisfied with the new elective offering. Conclusions. A toxicology elective provided a clinically relevant, active-learning experience for pharmacy students that addressed a curricular need within the college and increased examination scores.

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Case-based teaching in preventive medicineRationale, development, and implementation

Cited by 22 publications

References 21 publications

Educating physician assistants as agents in cancer control: Issues and opportunities

Educating physician assistants as agents in cancer control: Issues and opportunities

Approche de la complexité contextuelle et de la pluridisciplinarité de l'action médicale : mise en place de séances d'apprentissage à la résolution de problèmes complexes (ARPc) en fin de 2^e cycle d'études médicales

A Case-Based Toxicology Elective Course to Enhance Student Learning in Pharmacotherapy

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Case-based teaching in preventive medicineRationale, development, and implementation

Cited by 22 publications

References 21 publications

Educating physician assistants as agents in cancer control: Issues and opportunities

Educating physician assistants as agents in cancer control: Issues and opportunities

Approche de la complexité contextuelle et de la pluridisciplinarité de l'action médicale : mise en place de séances d'apprentissage à la résolution de problèmes complexes (ARPc) en fin de 2e cycle d'études médicales

A Case-Based Toxicology Elective Course to Enhance Student Learning in Pharmacotherapy

Contact Info

Product

Resources

About

Approche de la complexité contextuelle et de la pluridisciplinarité de l'action médicale : mise en place de séances d'apprentissage à la résolution de problèmes complexes (ARPc) en fin de 2^e cycle d'études médicales