Case method teaching: An effective approach to integrate the basic and clinical sciences in the preclinical medical curriculum

Bowe, Constance M.; Voss, John C.; Aretz, H. Thomas

doi:10.1080/01421590902922904

Cited by 113 publications

(78 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These methods are more likely to evoke emotion, bringing added life and context to the curriculum. There is a growing body of evidence that shows that application of similar approaches yield improved interest and learning (28)(29)(30)(31)(32). Although it remains unclear whether such interest during medical school truly translates into students choosing nephrology, a recent survey of nephrology fellows indicates that nearly one fourth developed an interest in nephrology during medical school (33).…”

Section: Discussionmentioning

confidence: 99%

Lessons Learned from the ASN Renal Educator Listserv and Survey

Hoenig

Shapiro

Hladik³

2013

Clinical Journal of the American Society of Nephrology

View full text Add to dashboard Cite

SummaryNephrology ranks next to last in career choices among US medical school graduates. The American Society of Nephrology established a Workforce Committee to help address this issue. Surveys of US medical students indicate that experiences during kidney pathophysiology courses in the preclerkship years may impact their decision to consider a career in nephrology. In October of 2011, preclinical kidney physiology and pathophysiology course directors at US medical schools were surveyed about teaching methods, curricular content, resources, and institutional support for teaching to identify what worked well and what impairs their teaching efforts. A Listserv of these educators, the American Society of Nephrology Renal Educators Listserv, was used to electronically administer the survey. Course leaders from 62 of 114 (54.4%) surveyed medical schools responded. Most of these educators are nephrologists, but physiologists and other clinicians also lead courses; 60% of course directors noted that lectures are videotaped, resulting in decreased attendance. A range of resources is used: 68% use audience response systems, 16% use the simulation center, and none of the educators indicated use of social media (such as Twitter or Facebook); 50% of respondents receive no remuneration, and 68% receive no full-time equivalent for their efforts. Audience response systems, virtual microscopy, and flash animations were identified as valuable teaching tools. Course directors, during subsequent dialogue on the American Society of Nephrology Renal Educators Listserv, have cited incorporation of case scenarios and integration of clinical exposure during preclinical years as methods that inspired interest. Hopefully, adoption of such approaches will ultimately serve to stimulate interest in nephrology.

show abstract

Section: Discussionmentioning

confidence: 99%

Lessons Learned from the ASN Renal Educator Listserv and Survey

Hoenig

Shapiro

Hladik³

2013

Clinical Journal of the American Society of Nephrology

View full text Add to dashboard Cite

show abstract

“…According to Bowe et al [5], preclinical educators now present concepts within a clinical relevance framework, which advances active learning, critical thinking, and other professional competencies rather than using the historical method of transmitting biomedical principles and facts via lecture. This investigation tested and reported the results of using simulation as a teaching strategy; our data analyzes the hypothesis that first year medical students learned cardiovascular physiology concepts better when lectures were paired with simulation when tested early in the term.…”

Section: Discussionmentioning

confidence: 99%

“…Many preclinical medical educators, who formerly focused on verbal transmission of biomedical principles and factual information, are now presenting specific concepts with emphasis on clinical relevance [5]. Organ systems-based curricula increase integration and long-term retention of knowledge by presenting information organized around specific organ systems [2].…”

Section: Literature Reviewmentioning

confidence: 99%

Enhancing Knowledge Retention of Cardiovascular Physiology Using Simulation

et al. 2015

View full text Add to dashboard Cite

Background Basic science education plays an integral role in preparing medical students to be competent physicians and lifelong learners. Faculty in the preclinical years of undergraduate medical education, formerly focused on the transmission of biomedical principles and factual information, are now presenting concepts using clinical activities, with emphasis on clinical relevance, while advancing active learning and critical thinking. Purpose The purpose of this study was to evaluate the outcomes of a simulation intervention on short-term student knowledge gain. We investigated whether integrating simulation using the Harvey after completing lectures on cardiovascular physiology in a basic science course led to significant knowledge increases in first year medical students. Methods Wilcoxon rank sum (Mann-Whitney U) tests were used to test for significant differences in students receiving a lecture-only curriculum and students receiving a lecture-plussimulation curriculum. Since this is an educational intervention, an a priori alpha level of 0.10 was specified. A two-sided test was used to analyze for differences between the curricula. All analyses were done using R software. Results There were statistically significant differences between outcomes associated with teaching modalities for the summative course exam, comprehensive final exam, and the cumulative average of these two exams (p value=.0006, <.0001, and .0980, respectively). Students exposed to simulation plus lecture performed better on the summative exam, but not the final exam. Conclusions The use of simulation and cardiac physiology lectures for first year medical students was found to have a significant impact on students' cardiac physiology exam scores in the short-term. A longitudinal study is needed to see if there is long-term knowledge retention and improvement in clinical skills.

show abstract

“…Those universities whose documents included learning strategies tend to use authentic problem orientated stimuli to facilitate learning, ranging from paper cases to treatment of real patients during home visits (Donaghy and Morss 2007;Bowe et al 2009). Experiential learning, with site visits, projects such as screen ing, field work and service learning, was common.…”

Section: Teaching-learning Strategies Learning Opportunitiesmentioning

confidence: 99%