Problem‐based learning in an interdisciplinary community‐based primary care course

Cooksey, Judith A.; Danziger, Larry H.; Ervin, Naomi E.; Groves, Sara; Tyska, Cynthia; Kirk, Gary R.

doi:10.1080/10401339509539750

Cited by 6 publications

(2 citation statements)

References 11 publications

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“…(See also the positive experiences of Cooksey et al with PBL. 9 ) In addition, we discovered other advantages, some of which were not initially apparent.…”

Section: Discussionmentioning

confidence: 93%

Video case programs for PBL: Integration of microbiology and medicine

Bromke

Byers

Ceglowski

1997

Teaching and Learning in Medicine

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Background: The real advantage of problem-based learning (PBL) may not be its status as an alternative to traditional learning, but rather its usefulness as an integrative adjunct. Description: To meet the challenge of integrating PBL into traditional medical education, we have developed 6 videotaped case presentations. Each video utilizes problem-solving skills and demonstrates role playing within the context of a physician-patient relationship. Presuming a basic and clinical science foundation, these presentations are designed for small-group discussions. Each videotape comprises a history and physical, differential diagnoses, routine laboratory analyses, selection of diagnostic specimen(s), microbial tests and results, final diagnosis, and clinical highlights. Predetermined pauses allow for the student-directed, faculty-guided problem-solving approach to diagnosis. The videotape format provides opportunities for adapting to diverse physical settings and flexibility of incorporation into the curriculum. Evaluation: Student evaluations overwhelmingly affirm the positive peer interactions, the small-group learning experiences, and clinical relevance and realistic case portrayals. Conclusion: The sessions empowered the students to become active participants in their learning by applying previous knowledge toward a clinical approach to diagnosis.

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“…(See also the positive experiences of Cooksey et al with PBL. 9 ) In addition, we discovered other advantages, some of which were not initially apparent.…”

Section: Discussionmentioning

confidence: 93%

Video case programs for PBL: Integration of microbiology and medicine

Bromke

Byers

Ceglowski

1997

Teaching and Learning in Medicine

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“…12 Community service. These sites and providers are assuming an ever-increasing role in our health care delivery system.…”

Section: Medical Ethicsmentioning

confidence: 99%

Design and Implementation of a Foundations in Medicine Course

Lazarus¹

1999

Teaching and Learning in Medicine

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Background: Medical schools are paying increasing attention to the need to train students in the art of medicine. This includes early exposure to patients, training in communication skills, attention to the context of the family and community, an understanding of biomedical ethics, the structure of the health care system and preventive medicine, and commitment to both service and lifelong self-directed learning. Description: Tulane University School of Medicine implemented an interdisciplinary, longitudinal course, Foundations in Medicine (FIM), in 1995 to begin this educational process for 1st-year medical students. FIM emphasizes patient interaction, experiential learning, student leadership, and service to the community. It was implemented in the absence of a department of family practice or external grant funding. Evaluation: The course is highly successful by both student and faculty measures. Students especially value the learner-centered, student-led medical ethics discussions, community preceptor experiences, community visits, and community service. Through these activities, students learn leadership and organizational skills, interact with communities and individuals in a contextual and nonmedical environment, and experience working in teams with peers. Data on student outcomes are being collected. Conclusion: In a supportive environment, it is possible to implement an interdisciplinary course emphasizing clinical and community experiences and the human aspect of medicine, with no external and limited internal funding.

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Problem-Based Learning Using Ambulatory Patients

Gupta

Hays

1997

Advances in Medical Education

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his patience, advice and direction as supervisor. He has encouraged me to follow and complete this path of exploration and has been more than generous with his time and expertise.… my parents who were instrumental in my formative years in encouraging me to learn, to question and to think. I thank them for the many opportunities they provided to help me develop an inquiring mind.… my family, Wendy, Eliza and Toby, to whom I owe the biggest debt for the sacrifices they have made and their unfailing support, love and encouragement. vi

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Problem‐based learning in an interdisciplinary community‐based primary care course

Cited by 6 publications

References 11 publications

Video case programs for PBL: Integration of microbiology and medicine

Video case programs for PBL: Integration of microbiology and medicine

Design and Implementation of a Foundations in Medicine Course

Problem-Based Learning Using Ambulatory Patients

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