Professionalism in Medicine: A Case-Based Guide for Medical Students

AimsTo evaluate feedback from Balint style case based discussion groups and to reflect on learning points.We have three medical students from Sheffield University on six week psychiatry placements at Bassetlaw Hospital and we get eighteen students in a year. In order to further develop their approach towards reflection and their understanding towards the doctor patient relationship we developed the Balint style case based discussion group, and each group of students attend three sessions during their placement.MethodThe groups are held on a weekly basis and consist of the three medical students and 1-2 facilitators. As the group is small one of the facilitators may participate with the students for the Balint process and to help encourage the students. Following completion of the third session of the discussion group we gain written feedback from the students. A total of 17 feedbacks have been reviewed over the period of November 2018 -November 2019.Result16 students stated that this was their first experience at Balint Group and all except one student felt that they were given a good introduction about Balint groups before starting. When asked about the most significant thing that they have learnt in the group, the majority of students marked reflecting feelings to improve relationships with patients, exploring why they feel a certain way with patients and that the doctor patient relationship can affect the consultation.One student stated that they would not recommend it to colleagues as they felt it was relevant more to doctors rather than medical students. Another student recommended having more people in a group.ConclusionOverall, it has been a positive experience with the medical students during the groups and with feedbacks. We have reflected on difficult topics like bereavement, fantasized about the purpose of a patient's delusion and shared the joy of a patient who was discharged after a long stay. While we think we have been able to teach the students some tips on reflection, we ourselves have been able to reflect on certain topics we would not have if not raised by the students. Some medical students have contacted the larger Balint Group in Sheffield for further sessions. Considering our experience, we will continue with the sessions at Bassetlaw Hospital.

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A Fall in an Older Adult: A Case-Based Exercise for Medical Students

MedEdPORTAL ◽

10.15766/mep_2374-8265.9354 ◽

2013 ◽

Author(s):

Amy Denham ◽

Gary Winzelberg

Keyword(s):

Medical Students ◽

Older Adult ◽

Case Based

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Retention of case-based learning on infectious diseases by third-year medical students

International Journal of Research in Medical Sciences ◽

10.18203/2320-6012.ijrms20160042 ◽

2016 ◽

pp. 272-277 ◽

Cited By ~ 1

Author(s):

Kartikeyan S. ◽

Aniruddha Malgaonkar

Keyword(s):

Medical Students ◽

Infectious Diseases ◽

Case Based Learning ◽

Case Based

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Dehydration: A Multidisciplinary Case-Based Discussion for First-Year Medical Students

MedEdPORTAL ◽

10.15766/mep_2374-8265.10725 ◽

2018 ◽

Vol 14 (1) ◽

Author(s):

Yerko Berrocal ◽

Jonathan Fisher ◽

Jenna Regan ◽

Amy L. Christison

Keyword(s):

Medical Students ◽

First Year ◽

First Year Medical Students ◽

Case Based

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57-Year Old Woman with Fatigue: A Case-Based Exercise for Medical Students

MedEdPORTAL ◽

10.15766/mep_2374-8265.8587 ◽

2011 ◽

Vol 7 (1) ◽

Author(s):

Amy Denham ◽

Jo Ellen Rodgers ◽

Gerald Hladik

Keyword(s):

Medical Students ◽

Case Based

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Assessing Diagnostic Reasoning Using a Standardized Case-Based Discussion

Journal of Medical Education and Curricular Development ◽

10.1177/2382120519849411 ◽

2019 ◽

Vol 6 ◽

pp. 238212051984941 ◽

Cited By ~ 2

Author(s):

Ruth M Sutherland ◽

Katharine J Reid ◽

Neville G Chiavaroli ◽

David Smallwood ◽

Geoffrey J McColl

Keyword(s):

Medical Students ◽

Student Performance ◽

Clinical Training ◽

Medical Training ◽

Clinical Information ◽

Performance Standards ◽

Diagnostic Reasoning ◽

First Year ◽

Oral Assessment ◽

Case Based

Background: Development of diagnostic reasoning (DR) is fundamental to medical students’ training, but assessing DR is challenging. Several written assessments focus on DR but lack the ability to dynamically assess DR. Oral assessment formats have strengths but have largely lost favour due to concerns about low reliability and lack of standardization. Medical schools and specialist medical colleges value many forms of oral assessment (eg, long case, Objective Structured Clinical Examination [OSCE], viva voce) but are increasingly searching for ways in which to standardize these formats. We sought to develop and trial a Standardized Case-Based Discussion (SCBD), a highly standardized and interactive oral assessment of DR. Methods: Two initial cohorts of medical students (n = 319 and n = 342) participated in the SCBD as part of their assessments. All students watch a video trigger (based on an authentic clinical case) and discuss their DR with an examiner for 15 minutes. Examiners probe students’ DR and assess how students respond to new standardized clinical information. An online examiner training module clearly articulates expected student performance standards. We used student achievement and student and examiner perceptions to gauge the performance of this new assessment form over 2 implementation years. Results: The SCBD was feasible to implement for a large student cohort and was acceptable to students and examiners. Most students and all examiners agreed that the SCBD discussion provided useful information on students’ DR. The assessment had acceptable internal consistency, and the associations with other assessment formats were small and positive, suggesting that the SCBD measures a related, yet novel construct. Conclusions: Rigorous, standardized oral assessments have a place in a programme of assessment in initial medical training because they provide opportunities to explore DR that are limited in other formats. We plan to incorporate an SCBD into our clinical assessments for the first year of clinical training, where teaching and assessing basic DR is emphasized. We will also explore further examiners’ understanding of and approach to assessing DR.

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The Evolution of Core Curriculum in Medical Schools

Advances in Medical Education, Research, and Ethics - Handbook of Research on the Efficacy of Training Programs and Systems in Medical Education ◽

10.4018/978-1-7998-1468-9.ch005 ◽

2020 ◽

pp. 92-109

Author(s):

Aaron L. Burshtein ◽

Joshua G. Burshtein ◽

Peter A. Gold ◽

Luke Garbarino ◽

David E. Elkowitz

Keyword(s):

Medical Education ◽

Medical Students ◽

Learning Environments ◽

Technological Innovation ◽

Core Curriculum ◽

Medical School Training ◽

Case Based Learning ◽

Medical Educators ◽

School Training ◽

Case Based

Medical education has undergone an evolution from passive, lecture-based learning environments to curricula that accentuate an active and dynamic system. Stemming from technological innovation, a greater amount of responsibility has been placed on students during clerkships and residency. In addition, a shift in USMLE assessment focuses on interpretation and application as compared to the former memorization-heavy approach. Therefore, learning has been modified to prepare students for the future medical landscape. Through the use of Team-Based, Problem-Based, and/or Case-Based Learning, medical students are taught to understand content rather than memorize it. The authors elucidate the rationale behind active learning and present a guide for medical educators to adopt this style of learning in every part of the undergraduate medical school training process.

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Does case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

BMC Medical Education ◽

10.1186/s12909-019-1884-4 ◽

2019 ◽

Vol 19 (1) ◽

Cited By ~ 4

Author(s):

Bela Turk ◽

Sebastian Ertl ◽

Guoruey Wong ◽

Patricia P. Wadowski ◽

Henriette Löffler-Stastka

Keyword(s):

Medical Students ◽

Blended Learning ◽

Procedural Knowledge ◽

Performance Outcomes ◽

Multiple Choice Questions ◽

Study Objective ◽

Learning Platform ◽

Case Based Learning ◽

Case Based ◽

Knowledge In Practice

Abstract Background Case-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. Ample data has shown CBL to be an enjoyable and motivational didactic tool, and effective in assisting the expansion of declarative and procedural knowledge in academia. Although a plethora of studies apply multiple choice questions (MCQs) in their investigation, few studies measure CBL or case-based blended learning (CBBL)-mediated changes in students’ procedural knowledge in practice or employ comparison or control groups in isolating causal relationships. Methods Utilizing the flexibilities of an e-learning platform, a CBBL framework consisting of a) anonymized patient cases, b) case-related textbook material and online e-CBL modules, and c) simulated patient (SP) contact seminars, was developed and implemented in multiple medical fields for undergraduate medical education. Additionally, other fields saw a solo implementation of e-CBL in the same format. E- cases were constructed according to the criteria of Bloom’s taxonomy. In this study, Objective Structured Clinical Examination (OSCE) results from 1886 medical students were analyzed in total, stratified into the following groups: medical students in 2013 (n = 619) before CBBL implementation, and after CBBL implementation in 2015 (n = 624) and 2016 (n = 643). Results A significant improvement (adjusted p = .002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min = 0, max = 25). Conclusion E-Case-Based Learning is an effective tool in improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

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