Derrick J Beech1, Floyd R Domer. 1. Department of Surgery, University of Tennessee-Memphis, 38163, USA. dbeech@utmem.edu
Abstract
BACKGROUND: Although students develop experience in integrating clinical and basic scientific knowledge, it may be difficult for them to do so in patient management. Formalized instructions using case discussions that involve the integration of basic science concepts may facilitate their incorporation into practice. METHODS: Third-year surgical clerkship students were pretested for baseline knowledge of information relevant to the case being discussed. Facilitators, including a faculty surgeon and a pharmacologist or physiologist, assisted in developing the case and in the coordination of questions. Following two 90-minute, student-driven sessions and student review of bibliographic resources, consensus was reached regarding the appropriate utilization of the basic science and clinical information in patient management. RESULTS: Pre- and post-tests of the students' knowledge showed improvements in their performances by the seminars. CONCLUSION: The case method permitted instructors to assess specific areas of increased knowledge and to adjust subsequent teaching to improve the one area in which performance worsened.
BACKGROUND: Although students develop experience in integrating clinical and basic scientific knowledge, it may be difficult for them to do so in patient management. Formalized instructions using case discussions that involve the integration of basic science concepts may facilitate their incorporation into practice. METHODS: Third-year surgical clerkship students were pretested for baseline knowledge of information relevant to the case being discussed. Facilitators, including a faculty surgeon and a pharmacologist or physiologist, assisted in developing the case and in the coordination of questions. Following two 90-minute, student-driven sessions and student review of bibliographic resources, consensus was reached regarding the appropriate utilization of the basic science and clinical information in patient management. RESULTS: Pre- and post-tests of the students' knowledge showed improvements in their performances by the seminars. CONCLUSION: The case method permitted instructors to assess specific areas of increased knowledge and to adjust subsequent teaching to improve the one area in which performance worsened.
Authors: Elisha L Brownfield; Amy V Blue; Caroline K Powell; Mark E Geesey; William P Moran Journal: J Gen Intern Med Date: 2008-07 Impact factor: 5.128
Authors: Jessica K Paulus; Rocío Santoyo-Vistrain; David Havelick; Amy Cohen; Robert Kalyesubula; Ikeoluwapo O Ajayi; Jens G Mattsson; Hans-Olov Adami; Shona Dalal Journal: J Epidemiol Glob Health Date: 2012-09-15