Problem-based learning case writing by students based on early years clinical attachments: a focus group evaluation.
Author(s)
Idowu, Y
Muir, E
Easton, G
Type
Journal Article
Abstract
OBJECTIVES: To evaluate the perception of medical students of the new approach to problem-based learning which involves students writing their own problem-based learning cases based on their recent clinical attachment, and team assessment. DESIGN: Focus group interviews with students using purposive sampling. Transcripts of the audio recordings were analysed using thematic analysis. SETTING: Imperial College School of Medicine, London. PARTICIPANTS: Medical students in the second year of the MBBS course, who attended the problem-based learning case writing session. MAIN OUTCOME MEASURES: To elicit the students' views about problem-based learning case writing and team assessment. RESULTS: The following broad themes emerged: effect of group dynamics on the process; importance of defining the tutor's role; role of summative assessment; feedback as a learning tool and the skills developed during the process. CONCLUSIONS: Overall the students found the new approach, writing problem-based learning cases based on patients seen during their clinical attachments, useful in helping them to gain a better understanding about the problem-based learning process, promoting creativity and reinforcing the importance of team work and peer assessment which are vital professional skills. Further tutor development and guidance for students about the new approach was found to be important in ensuring it is a good learning experience. We hope this evaluation will be of use to other institutions considering introducing students' case writing to problem-based learning.
Date Issued
2016-03-01
Date Acceptance
2016-03-01
Citation
JRSM Open, 2016, 7 (3)
ISSN
2054-2704
Publisher
SAGE Publications (UK and US)
Journal / Book Title
JRSM Open
Volume
7
Issue
3
Copyright Statement
© 2016 The Authors. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 3.0 License (http://www.creativecommons.org/licenses/by-nc/3.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page(https://us.sagepub.com/en-us/nam/open-access-at-sage).
Identifier
http://www.ncbi.nlm.nih.gov/pubmed/26981255
PII: 10.1177_2054270415622776
Subjects
Problem-based learning
case writing
problem-based learning tutor
professional skills
team assessment
Publication Status
Published
Coverage Spatial
England
Article Number
2054270415622776