Future studies may be able to identify an improved model of faculty participation, the ideal timing for incorporation of this method in a medical curriculum, and a more rigorous assessment of the impact of student case creation on the development of clinical reasoning skills. However, these gains may reduce student-faculty interaction. However, students also reported decreases in student-faculty interaction and the use of visual aids (P Conclusion: The results of our feasibility study suggest that student-generated cases can be a valuable adjunct to traditional clinical reasoning instruction by increasing content ownership, encouraging student-directed learning, and providing opportunities to explore clinical nuances. Results: Students reported high levels of team engagement and peer learning, as well as increased ownership over case content and understanding of clinical reasoning nuances. Students and faculty also participated in separate focus groups to compare their case creation experience to traditional CBL sessions. Students completed pre-and post-self-assessment surveys.
Faculty provided feedback on case quality afterwards. Methods: Ten first-year medical students participated in a feasibility study wherein they worked in small groups to develop their own patient case around a preassigned diagnosis. Associate Dean for Advising and Professor (Teaching) of Medicine (Endocrinology) Medicine - Endocrinology, Gerontology, & Metabolism NIH Biosketch available. Read more Customer reviews 3.
He has also served as Chairman of the Board for the real Patch Adam’s non-profit organization, Gesundheit Institute. We also compared student case creation to traditional clinical reasoning sessions in regard to tutorial group effectiveness, perceived gains in clinical reasoning, and quality of student-faculty interaction. Neil was, at one time, a researcher in cardiovascular disease, receiving over eight million dollars in NIH grants and co-authoring over 50 scientific papers.
We sought to explore whether student case creation can address both of these limitations. While such faculty-developed exercises have educational strengths, there are at least two major drawbacks to learning by this method: the number and diversity of cases is often limited and students decrease their engagement with CBL cases as they grow accustomed to the teaching method. Abstract : Background: It is a common educational practice for medical students to engage in case-based learning (CBL) exercises by working through clinical cases that have been developed by faculty.