A Team-Based Approach Compared with Two Other Case Study Methods
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COMMENTARY
A Team-Based Approach Compared with Two Other Case Study Methods Dan I. Blunk 1 & Richard Brower 1 & Tanis Hogg 1 & Cynthia Perry 1 & Diana Pettit 1 & Sanja Kupesic Plavsic 1 & Dale Quest 1 Published online: # International Association of Medical Science Educators 2019
Introduction The scheme inductive approach, developed by Henry Mandin, uses clinical presentations as a framework for integrating basic medical sciences and clinical diagnostic reasoning in clinically relevant contexts [1]. The intention is that, as students learn and progress, the tasks they face will grow with them until the cases and practice exercises are real situations. Worked case examples sessions, which challenge students to work through unfolding real or realistic clinical case studies are guided by a written explanation of clinical experts’ diagnostic reasoning at each branch point of a scheme inductive algorithm. Worked case examples are an important component of the integrated clinical presentation curriculum. Clinician experts tutor students to draw on their increasing fund of applicable medical knowledge, interpersonal communication skills, collaborative teamwork, and evolving professional identity, attitudes and values. The sessions at the end of each week during the preclerkship phase challenge learners to become better problem-solvers, reinforce prior learning, and bring a disciplined diagnostic decision-making scheme and process to bear on four different clinical cases. Small group clinical case tutorials are a long-established active learning pedagogy that effectively combines elements of cooperative learning, and elements of experiential learning through which students tackle increasingly complex learning
Electronic supplementary material The online version of this article (https://doi.org/10.1007/s40670-019-00845-8) contains supplementary material, which is available to authorized users. * Dale Quest [email protected] 1
Department of Medical Education, Paul L. Foster School of Medicine, Texas Tech University Health Sciences Center, El Paso MSC 21009, 5001 El Paso Drive, El Paso, TX 7990-2827, USA
tasks, beginning with worked case examples, and standardized patient encounters in the clinical skills course that is integrated under the same clinical diagnostic scheme every week. Cooperative learning engages learners in relevant and authentic tasks that encourage positive interdependence, face-to-face promotive interaction, individual accountability, and refinement of interpersonal small group processing skills for learning to work in teams. The problem-based learning process is another tutored small group approach in which students take on roles and construct their own learning, requiring process expertise but not necessarily clinical expertise on the part of the tutors. The small group tutorials, whether problem-based or traditional, pose financial and resource challenges that, compounded by escalating class size, are proving increasingly difficult to sustain and justify [2]. Case in point, our institution util
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