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Evolution of cases as teaching guides in a medical school setting
Ist Teil von
The FASEB journal, 2006-03, Vol.20 (5), p.A974-A974
Ort / Verlag
Federation of American Societies for Experimental Biology
Erscheinungsjahr
2006
Link zum Volltext
Quelle
Wiley Online Library
Beschreibungen/Notizen
Cases are used as teaching tools at all levels—from primary to professional schools—and within all branches of knowledge. Cases put the content material into a context to make the information “come alive” for students. In PCOM's curriculum, cases have been used both in individual disciplines and in integrated courses. Over the past 10 years, the use of cases at PCOM has evolved to the present which represents the “classroom of the future.” In courses with a single discipline, cases were presented either as paper cases or video scenarios. Students had problems or questions to work through in small groups and subsequently discuss in larger groups from 40–260. When elective courses were offered, we developed cases that shared content from multiple disciplines. These cases were so well‐received by a self‐selected group of medical students that the course was offered to all 2nd year students; objectives were Board preparation and transition to the clinical. Innovations included team‐teaching by clinicians and basic scientists, touch‐pads to survey larger groups, non‐linear PowerPoint presentations, ExamMaster® to study pertinent board‐type questions, and introduction of mandatory on‐line responses, with optional class attendance. Finally, the case concepts have evolved to place them into appropriate required systems courses. In these contexts, all aspects are offered on‐line: the case, a set of Board‐type questions, review and explanation, and a quiz which counts toward the final course grade.