Clinical competencies and the basic sciences: An online case tutorial paradigm for delivery of integrated clinical and basic science content

Abstract

Understanding the relevance of basic science knowledge in the determination of patient assessment, diagnosis, and treatment is critical to good medical practice. One method often used to direct students in the fundamental process of integrating basic science and clinical information is problem-based learning (PBL). The faculty facilitated small group discussion format traditionally used for PBL is a significant challenge for faculty and facilities with a large class. To provide inductive learning to a large class early in the preclerkship curriculum, a series of online, case-based tutorials was created using the method of inquiry-based learning. The tutorial paradigm is designed to challenge students through a guided inquiry process in which clinical skills and basic science information are seamlessly joined. The psychosocial dimension of patient care is added to the documented case presentation of the tutorials in the form of patient/physician history taking and physical examination videos. These videos augment the written case with additional information providing the student with visual exposure in methods of patient communication and appropriate professional patient/physician interactions that address competencies of patient care, communication, and professionalism. The tutorials were made available via learning management system course sites. The study tracked usage of the tutorials by 270 first-year medical students. Anat Sci Educ 2: 238-243, 2009.

Simulation techniques in the anatomy curriculum: review of literature

“…This method uses different techniques, e.g. : classical clinical PBL, clinical cases for medical students based on computed tomography scans, real patient clinical cases based on real patients' problems or documented case presentation of the tutorials in the form of patient/physician history taking and physical examination videos [11,14,15,46,49]. However, the interactive lectures seem to be the most sophisticated variants of the PBL method during which small-group tutorial sessions are integrated into each anatomical section and use anatomical models, bones, radiographs, and interactive 3-dimensional (3D) images [18].…”

Use of Learning Analytics Data in Health Care–Related Educational Disciplines: Systematic Review (Preprint)

“…to the learning platforms [13,[18][19][20][21][22][23]. Of these, three studies only recorded connections to the platform or folder and not the specific learning items contained within [18,19,21].…”

“…handouts, book chapters, journal articles, slides) [12,18,[20][21][22][23][26][27][28][29], onlinetests/quizzes [20,22,23,26,[29][30][31][32][33], and URL links to external online resources [20,22,23,29].…”

“…Five studies did not include objective learning outcomes [18,21,26,28,29]. Among these five papers, one reported self-efficacy perceptions from students [26] while another paper mentioned it did monitor assessments and students completed exams [18] but did not subject this data to any statistical analysis.…”

Videos in Anatomy Education: History, Present Usage and Future Prospects

“…Studies measuring the use of videos prior to classes have shown mixed results. Numbers have varied between 39 % (DiLullo et al, 2009) to 70 % (Saxena et al) of students using the videos to prepare for class. Choi-Lunberg et al (2016a) found that while only 28 % of the students in their study accessed the video before their dissection class, 50 % of the students had watched all the videos by the end of semester, with the total viewings of videos jumping approximately 20 % in the last week before the exam.…”