Utilizing an Interactive Case-Based Format for Intern Orientation

Gillen, Jacob R.; Farineau, Diane W.; Lau, Christine L.; Williams, Michael D.; Marzani-Nissen, Gabrielle

doi:10.4300/jgme-d-14-00744.1

Cited by 2 publications

(3 citation statements)

References 3 publications

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“…Our finding that creative discussions based on patient cases provide a desirable format of education supports the design of previous efforts to increase clinical learning of interns [18]. Indeed, active learning has been shown favorable among students [19], a finding which may also apply to post-graduate training.…”

Section: Discussionsupporting

confidence: 80%

“…Indeed, active learning has been shown favorable among students [19], a finding which may also apply to post-graduate training. The small group format may facilitate discussions, and interaction between knowledgeable tutors and participants has been shown to increase the comfort of the group and their performance regarding the topics focused on [13,18,20]. Interestingly, a recent educational effort using small-group educational workshops with peers increased evidence-based practice among the participating health professionals [21].…”

Section: Discussionmentioning

confidence: 99%

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“It’s helpful to get the time and opportunity to discuss drug treatment; that’s what I think is the most important thing.”—A qualitative study on prescribing education in junior physicians

Lönnbro

Wallerstedt

2019

Eur J Clin Pharmacol

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Background As prescribing skills are a prerequisite for rational use of medicines, and education and training are important in acquiring these skills, we aimed to explore what aspects junior physicians find important when being taught the art of prescribing. Methods Written feedback from 34 interns after participating in an educational session as part of a randomized controlled study at a university hospital formed the qualitative data in this study. Manifest content analysis was performed, guided by the research question "Educating junior physicians in the art of prescribing: what aspects do they find important?" Meaning units were extracted and categorized, and emergent themes were identified. Results Five themes emerged. The first, clinical relevance, was exemplified by the categories valuable for health care; perceived relevance for one's own work; and translating theory into practice while the second, applicable content, included categories such as clinical advice; practical tips on using the electronic medical record system; and tools that facilitate. The third and fourth themes, reality-based teaching and creative discussions, were exemplified by the categories patient cases and feedback; and discussion-based teaching; wide-ranging discussions and a permissive and open atmosphere, respectively. In the last theme, effective structure, we identified the categories clear structure; small group teaching; allocated time for discussion; wellorganized administration; and home assignment for practice. Conclusion Creative discussions, effectively structured in small group sessions, with clinically relevant, reality-based content built on case studies and feedback, are aspects which junior physicians find important when educated in the art of prescribing.

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Section: Discussionsupporting

confidence: 80%

Section: Discussionmentioning

confidence: 99%

“It’s helpful to get the time and opportunity to discuss drug treatment; that’s what I think is the most important thing.”—A qualitative study on prescribing education in junior physicians

Lönnbro

Wallerstedt

2019

Eur J Clin Pharmacol

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“…Traditional teaching focuses on transmission of information, followed by testing learners’ retention of this content. However, in settings from medical school to residency to fellowship, studies have found that active learning curricula improve learners’ engagement and knowledge retention as compared to passive lecture‐based formats 2–6 . Medical educators must reconcile the necessary transmission of information in medical education with the need for active, goal‐oriented learning.…”

Section: Introductionmentioning

confidence: 99%

Active learning for fellows: The hematopathology “unknown case”

Aziz‐Bose

Wertheim

Kersun

2021

Pediatric Blood & Cancer

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The pediatric hematology/oncology fellowship program at the Children's Hospital of Philadelphia set out to create a case‐based learning curriculum for common hematologic malignancies that would apply principles of adult learning theory and improve fellows’ retention of information in a supportive, goal‐oriented learning environment. A framework we employed in developing this curriculum is that of “flow theory,” which parallels many of the tenets of adult learning theory. After implementing this curriculum, which we call “the unknown case,” the percentage of fellows correctly identifying a common hematopathologic diagnosis improved from 50% to 85%.

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Utilizing an Interactive Case-Based Format for Intern Orientation

Cited by 2 publications

References 3 publications

“It’s helpful to get the time and opportunity to discuss drug treatment; that’s what I think is the most important thing.”—A qualitative study on prescribing education in junior physicians

“It’s helpful to get the time and opportunity to discuss drug treatment; that’s what I think is the most important thing.”—A qualitative study on prescribing education in junior physicians

Active learning for fellows: The hematopathology “unknown case”

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