Performance of third-year primary-care-track students in an integrated curriculum at Case Western Reserve University

Lewin, Linda; Papp, Klara K.; Hodder, Sally; Workings, Michael; Wolfe, Leah; Glover, Pamela B.; Headrick, Linda A.

doi:10.1097/00001888-199901001-00037

Cited by 13 publications

(6 citation statements)

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“…Papers with comparison data 24 Bell et al 2008;Denz-Penhey & Murdoch, 2010;Florence et al 2007;Frattarelli & Kamemoto, 2004;Hauer et al 2012;Herold et al 1993;Hirsh et al 2012;Lewin et al 1999;McLaughlin et al 2011;Mihalynuk et al 2008;Ogur et al 2007;Poncelet et al 2011;Poole et al 2010;Power et al 2006;Ringdahl et al 2009;Schauer & Schieve, 2006;Verby, 1988;Wilson & Cleland, 2008;Worley & Lines, 1999;Zink et al 2010a Data collected pre and post placements 3 Bell et al 2008;Hirsh et al 2012;Wilson & Cleland, 2008 Data collected during/mid and post placements 13 Denz-Penhey et al 2004Denz-Penhey & Murdoch, 2009;Hauer et al 2012;Lubetkin et al 1999;Mihalynuk et al 2008;O'Brien et al 2012;Ogur et al 2007;Poncelet et al 2011;Walters et al 2011;Worley et al , 2006 Data collected post placements only 37 Berger & Schaffer, 1986;Carney et al 2005;Couper et al 2011;Couper & Worley, 2010;DenzPenhey & Murdoch, 2008Deterding, et al 1999;Florence et al 2007;…”

Section: Methodsmentioning

confidence: 99%

“…After much discussion, the TRG defined longitudinal for the purposes of the inclusion criteria for this review as lasting over 13 weeks with students interacting with the same patient population and/or the same faculty member/preceptor/clinician over this time period. Bell et al 2008;Berger & Schaffer, 1986;Couper & Worley, 2010;Denz-Penhey et al 2004;DenzPenhey & Murdoch, 2008;Frattarelli & Kamemoto 2004;Geyman et al 1984;Hadac et al 1979;Hamilton et al 1998;Hauer et al 2012;Hirsh et al 2012;Lewin et al 1999;McLaughlin et al 2011;Mihalynuk et al 2008;O'Brien et al 2012;Ogur et al 2007;Ogur & Hirsh, 2009;Poncelet et al 2011;Poole et al 2010;Power et al 2006;Ringdahl et al 2009;Schauer & Schieve, 2006;Stagg et al 2009;Walmsley et al 2009;Walters et al 2011;Wilson & Cleland, 2008;Worley & Lines, 1999;Worley et al , 2004Worley et al , 2006Zink et al 2010b 51-100 8 Couper et al 2011;Denz-Penhey & Murdoch, 2009;Denz-Penhey et al 2004;Florence et al 2007;Henley et al 2000;Herold et al 1993;von Below et al 2008;Zink et al 2008101-200 4 Carney et a...…”

Section: Findings Answering the Research Questionsmentioning

confidence: 99%

“…Wilson & Cleland 2008) understanding that the learning outcomes were the same as those of students undertaking traditional block rotations if such activities were running in parallel. Some outcomes were very broad and more related to program objectives rather than assessable outcomes, for example: integration of basic and clinical science (Bell 2008), humanism in patient care (Bell et al 2008;Couper & Worley 2010), concepts relating to the doctor-patient relationship (Lewin et al 1999;Carney et al 2005), primary care needs of rural, underserved communities (Florence et al 2007;Halaas et al 2008), development of insights into community-based Bell et al 2008;Berger & Schaffer, 1986;Denz-Penhey et al 2004;Hadac et al 1979;Hamilton et al 1998;Henley et al 2000;Hirsh et al 2012;Lemon et al 1995;Lewin et al 1999;Lubetkin et al 1999;Ogur et al 2007;Peters et al 2001;Poncelet et al 2011;Poole et al 2010;Prislin et al 1998;Ringdahl et al 2009;Schauer & Schieve, 2006;Stagg et al 2009;Verby 1988;von Below et al 2008;Wee et al 2011;Wilson & Cleland, 2008 Student 1:1 interviews 14 Couper et al 2011;Denz-Penhey et al 2004Denz-Penhey & Murdoch 2008;Hamilton et al 1998;Hauer et al 2012;Walmsley et al 2009;W...…”

Section: What Learning Outcomes/objectives Are Defined?mentioning

confidence: 99%

“…Other outcomes, while still broad and generic, could be assessed in line with overall student outcomes for the medical program or rotation, for example: fundamentals of interviewing and physical examination (Carney et al 2005), disease prevention & health promotion (Lewin et al 1999;Florence et al 2007), and primary care practice and problems including long term conditions (Geyman et al 1984;Verby 1988;Hamilton et al 1998;Power et al 2006;Schauer & Schieve 2006).…”

Section: What Learning Outcomes/objectives Are Defined?mentioning

confidence: 99%

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A review of longitudinal community and hospital placements in medical education: BEME Guide No. 26

et al. 2013

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Background: Traditionally, clinical learning for medical students consists of short-term and opportunistic encounters with primarily acute-care patients, supervised by an array of clinician preceptors. In response to educational concerns, some medical schools have developed longitudinal placements rather than short-term rotations. Many of these longitudinal placements are also integrated across the core clinical disciplines, are commonly termed longitudinal integrated clerkships (LICs) and often situated in rural locations. This review aimed to explore, analyse and synthesise evidence relating to the effectiveness of longitudinal placements, for medical students in particular to determine which aspects are most critical to successful outcomes. Method: Extensive search of the literature resulted in 1679 papers and abstracts being considered, with 53 papers ultimately being included for review. The review group coded these 53 papers according to standard BEME review guidelines. Specific information extracted included: data relating to effectiveness, the location of the study, number of students involved, format, length and description of placement, the learning outcomes, research design, the impact level for evaluation and the main evaluation methods and findings. We applied a realist approach to consider what works well for whom and under what circumstances. Findings: The early LICs were all community-based immersion programs, situated in general practice and predominantly in rural settings. More recent LIC innovations were situated in tertiary-level specialist ambulatory care in urban settings. Not all placements were integrated across medical disciplines but were longitudinal in relation to location, patient base and/or supervision. Twentyfour papers focussed on one of four programs from different viewpoints. Most evaluations were student opinion (survey, interview, focus group) and/or student assessment results. Placements varied from one half day per week for six months through to full time immersion for more than 12 months. The predominant mechanism relating to factors influencing effectiveness was continuity of one or more of: patient care, supervision and mentorship, peer group and location. The success of LICs and participation satisfaction depended on the preparation of both students and clinical supervisors, and the level of support each received from their academic institutions. Conclusion: Longitudinal placements, including longitudinal integrated placements, are gaining in popularity as an alternative to traditional block rotations. Although relatively few established LICs currently exist, medical schools may look for ways to incorporate some of the principles of LICs more generally in their clinical education programmes. Further research is required to ascertain the optimum length of time for placements depending on the defined learning outcomes and timing within the programme, which students are most likely to benefit and the effects of context such as location and type of integration.

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Section: Methodsmentioning

confidence: 99%

Section: Findings Answering the Research Questionsmentioning

confidence: 99%

Section: What Learning Outcomes/objectives Are Defined?mentioning

confidence: 99%

Section: What Learning Outcomes/objectives Are Defined?mentioning

confidence: 99%

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A review of longitudinal community and hospital placements in medical education: BEME Guide No. 26

et al. 2013

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“…In the 1950s, an organ-system-based integrated curriculum was first implemented at Case Western Reserve University. The integrated curriculum of medical education in China began in the 1990s [18,19]. In 2014, the "Deepening the cultivation of clinical medical talents through clinical practice and medical education collaboration" was issued by the Chinese Ministry of Education (MOE) [20].…”

Section: Introductionmentioning

confidence: 99%

Physiology education in China: the current situation and changes over the past 3 decades

Wei,

Xu,

Guo

et al. 2024

BMC Med Educ

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Objective As an experimental biological science, physiology has been taught as an integral component of medical curricula for a long time in China. The teaching effectiveness of physiology courses will directly affect students' learning of other medical disciplines. The purpose of this study is to investigate the current situation and changes in physiology teaching over 30 years in Chinese medical schools. Methods National survey was conducted online on the platform SoJump via WeChat and the web. The head of the physiology department in medical school was asked to indicate the information of physiology education from three periods: 1991–2000, 2001–2010, and 2011–2020. The responses of 80 leaders of the Department of Physiology from mainland Chinese medical schools were included in the study for analysis. Results The survey showed that the class hours, both of theory and practice, had been decreased. During the past 20 years, the total number of physiology teachers, the number of physiology teachers who had been educated in medical schools, and the number of technicians had been reduced, whereas teachers with doctor’s degrees had been increased. In addition to traditional didactic teaching, new teaching approaches, including problem-based learning/case-based learning/team-based learning, integrated curriculum and formative evaluation systems, had been employed, mostly for more than 5 years, in some medical schools. Conclusion The present study has provided historical data regarding the current status of physiology education in China and that in the past thirty years by showing that physiology education in China has developed quickly,even it faces many challenges.

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Survey of Gross Anatomy Education in China: The Past and the Present

Pan

Chan

et al. 2020

Anatomical Sciences Ed

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Medical education in mainland China has undergone massive expansion and reforms in the past decades. A nation-wide survey of the five-year clinical medicine programs aimed to examine the course hours, pedagogies, learning resources and teaching staff of anatomy both at present and over the past three decades (The directors or senior teachers from 90 out of the 130 five-year clinical medicine programs were invited to fill out a factual questionnaire by email. Ultimately, sixty-five completed questionnaires were received from 65 different schools. It was found that the total number of gross anatomy course hours has decreased by 11% in the past 30 years and that systematic and regional anatomy have been increasingly taught separately among the surveyed medical schools. Problem-based learning has been adopted in thirty-five (54%) of the surveyed schools, and team-based learning is used in ten (15%) of the surveyed schools. The surveyed schools reported receiving more donated cadavers in recent years, with the average number increasing from 20.67 ± . However, this has not resulted in a decrease in the number of students who needed to share one cadaver (11.85 ± 5.03 in 1990-1999 to 14.22 ± 5.0 in 2010-2018). A decreasing trend regarding the teacher-student ratio (1:25

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Performance of third-year primary-care-track students in an integrated curriculum at Case Western Reserve University

Cited by 13 publications

References 0 publications

A review of longitudinal community and hospital placements in medical education: BEME Guide No. 26

A review of longitudinal community and hospital placements in medical education: BEME Guide No. 26

Physiology education in China: the current situation and changes over the past 3 decades

Survey of Gross Anatomy Education in China: The Past and the Present

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