An evaluation of case-based teaching: evidence for continuing benefit and realization of aims

1 Peninsula Medical School, Plymouth PL6 8BX, United Kingdom 2 Adelaide University, Adelaide, South Australia 5005, Australia Address for reprint requests and other correspondence: J. N. Hudson, Peninsula Medical School, St. Lukes, Exeter EX1 2LU, United Kingdom (E-mail: nicky.hudson{at}pms.ac.uk )...

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Bibliographic Details
Published in:Advances in physiology education 2004-03, Vol.28 (1), p.15-22
Main Authors: Hudson, J. N, Buckley, P
Format: Article
Language:English
Subjects:
Anatomy & physiology
Curriculum
Education, Medical, Undergraduate - methods
Educational Measurement
Humans
Physiology - education
Problem-Based Learning - methods
Science education
Students - psychology
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Summary:1 Peninsula Medical School, Plymouth PL6 8BX, United Kingdom 2 Adelaide University, Adelaide, South Australia 5005, Australia Address for reprint requests and other correspondence: J. N. Hudson, Peninsula Medical School, St. Lukes, Exeter EX1 2LU, United Kingdom (E-mail: nicky.hudson{at}pms.ac.uk ) Abstract A cross-sectional evaluation of case-based teaching (CBT), a novel physiology learning environment for medical undergraduates, revealed that second, third, and fourth year students, together with their tutors, valued CBT as an experience that met its three major aims. The initiative not only integrated physiology with related basic sciences and clinical medicine but importantly linked studentsÂ’ developing knowledge of theory to practice. CBT was also valued by students as their first introduction to clinical skills, with most tutors believing that it was the nonthreatening environment that helped students gain confidence for their first "real patient" encounters. The greatest support for CBT came from third year medical students, at the crossroads between their preclinical and clinical environments. Fourth year students, now encountering real patients, had moved on to developing their skills in the hospital environment. Key words: medical education; theory-practice link; integration; confidence
ISSN:1043-4046
1522-1229
DOI:10.1152/advan.00019.2002