Utilization of case presentations in medical microbiology to enhance relevance of basic science for medical students

被引：11

作者：

Chamberlain, Neal R. ^{[1
]}

Stuart, Melissa K. ^{[1
]}

Singh, Vineet K. ^{[1
]}

Sargentini, Neil J. ^{[1
]}

机构：

[1] AT Still Univ, Kirksville Coll Osteopath Med, Dept Microbiol Immunol, Kirksville, MO 63501 USA

来源：

MEDICAL EDUCATION ONLINE | 2012年 / 17卷

关键词：

microbiology; case presentations; critical thinking; basic science; STRATEGIES; EDUCATION;

D O I：

10.3402/meo.v17i0.15943

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Background: Small-group case presentation exercises (CPs) were created to increase course relevance for medical students taking Medical Microbiology (MM) and Infectious Diseases (ID). Methods: Each student received a unique paper case and had 10 minutes to review patient history, physical exam data, and laboratory data. Students then had three minutes to orally present their case and defend why they ruled in or out each of the answer choices provided, followed by an additional three minutes to answer questions. Results: Exam scores differed significantly between students who received the traditional lecture-laboratory curriculum (Group I) and students who participated in the CPs (Group II). In MM, median unit exam and final exam scores for Group I students were 84.4% and 77.8%, compared to 86.0% and 82.2% for Group II students (P <0.018; P <0.001; Mann-Whitney Rank Sum Test). Median unit and final ID exam scores for Group I students were 84.0% and 80.0%, compared to 88.0% and 86.7% for Group II students (P <0.001; P <0.001). Conclusion: Students felt that the CPs improved their critical thinking and presentation skills and helped to prepare them as future physicians.

引用

页数：7

共 17 条

[1] Note Taking, Review, Memory, and Comprehension [J].