A case-based medical curriculum for the 21st century: The use of innovative approaches in designing and developing a case on mental health

Abstract

The introduction of case-based learning (CBL) by the School of Medicine at Cardiff University has encouraged innovation in medical teaching and learning. During years one and two of the modernized MBBCh program, students complete 17 cases as part of the newly developed C21 curriculum that emphasizes a patient-oriented and student-centered approach to learning. The mental health case, which is presented in year 2, incorporates a number of novel teaching resources that aim to enhance the students' learning experience and to further reinforce the patient-oriented and community-based philosophy of C21. These include the use of fictionalized video diaries, virtual patient cases, e-learning workbooks, an interactive practical session, and community placements. Novel teaching methods and resources were evaluated by students in terms of effectiveness and value as learning resources through the administration of a structured mixed questionnaire. The results revealed that students valued the inclusion of these resources, which they evaluated as having contributed to their understanding of the subject area. Furthermore, the case was found to have had an impact on student interest in psychiatry as a specialty as well as a career choice. The positive student evaluation of this case supports the innovations in teaching delivery inspired by C21.

Use of video vignettes to assess medical school applicants’ empathetic abilities in Multiple Mini Interviews

“…Our study showed positive acceptability of our new MMI station by the candidates. The candidates reported overall satisfaction with the use of video in the MMI and they agreed it was authentic and interesting, which concurs with that observed in other studies that used videos in PBL or CBL settings [22][23][24][25][26] Furthermore, the candidates did not differ in terms of their perceptions of the video-based case and of the patient-doctor relationship depicted in the video with respect to age, gender, geographic or undergraduate backgrounds. In addition, candidates' performance at the video-based MMI station did not differ with respect to their demographics or backgrounds.…”

“…The use of videos to present cases or problems has been studied in case-based learning (CBL) and problem-based learning (PBL) situations, and these studies have shown video-based CBL and PBL are more effective than using paper-based alternatives in terms of fostering critical thinking and interest, and thus, it has been speculated video-based case presentation provides students with more authentic contexts and enhances interest and engagement [22][23][24][25][26]. Yet, little research has been undertaken on the use of video to asses candidate non-academic attributes in MMIs.…”

How does video case-based learning influence clinical decision-making by midwifery students? An exploratory study

“…In our study, we chose paper and video cases because of high feasibility and popularity of these modalities; however, it would be necessary to conduct further research to compare new modalities, such as e-CBL [38,39] and simulation-based scenarios [40].…”

Effects on applying Micro-Film Case-Based Learning model in pediatrics education

“…With respect to the micro-lm making, students were required to present a case story containing both clinical factors, such as pathogenesis, diagnosis, and treatment, and related social medicine factors, such as poverty and humanism, sexual discrimination, and doctor-patient relationships. Students were encouraged to discuss these factors in a focus group under CBL structured questioning guidelines provided by the teacher [25].…”