Problem-Based Learning

161.

The medical student as patient navigator as an approach to teaching empathy.

BACKGROUND: When empathy was presented in a lecture, medical students did not appreciate the topic or have opportunities to practice empathic techniques. The Patient Navigator Project was designed to foster understanding of a patients experiences and ...
Ronda Henry-Tillman, Linda A Deloney, Mildred Savidge, C James Graham, V Suzanne Klimberg (Am J Surg, 200206)
medical-student-patient-navigator-approach-teaching-empathy.asp

162.

A model of how students link problem-based learning with clinical experience through "elaboration".

PURPOSE: In 1994, the medical school at the University of Manchester introduced a new integrated course that uses problem-based learning (PBL) throughout the clinical clerkships as the major approach for delivery of the core curriculum. This study ...
Paul A ONeill, Sarah C Willis, Alison Jones (Acad Med, 200206)
model-students-link-problem-based-learning-clinical-experience.asp

163.

Application of problem-based learning to clinical dental education.

Problem-based learning provides a mechanism for learning in a manner that most closely simulates the future practice environment. PBL was initiated in medical education in the 1960s, and two-thirds of U.S. medical schools use PBL in their programs. The ...
Charles F Shuler (J Calif Dent Assoc, 200206)
application-problem-based-learning-clinical-dental-education.asp

164.

Teaching the quality improvement process to junior medical students: the Nebraska experience.

To teach the continuous quality improvement (CQI) process to junior medical students at the University of Nebraska during their rural family medicine preceptorship, we designed and implemented a population health project in 1998. This project requires ...
Paul Paulman, Jim Medder (Fam Med, 200206)
teaching-quality-improvement-process-junior-medical-students-nebraska.asp

165.

Teaching cytopathology to second-year medical students. An interactive, case-based approach.

OBJECTIVE: To develop and implement an electronic, interactive, case-based cytopathology educational system for second-year medical students. STUDY DESIGN: Ten different learning modules, corresponding to various organ systems in pathology and ...
David M Steinberg, Theresa Y Chan, Joan A Freedman, L Allan Grimm, Luke Ling, Harold P Lehmann, Frances H Burroughs, Dorothy L Rosenthal, Syed Z Ali (Acta Cytol, 200205-06)
teaching-cytopathology-second-year-medical-students-interactive-case.asp

166.

Problem-based learning, work demands and psychological distress in pre-registration house officers: a preliminary study.

There has been little work examining the longer term occupational and psychological outcomes of problem-based learn-ing (PBL). The authors aimed to investigate the relationship between psychological distress, occupational factors and experience of PBL in ...
Mike Rodger, Tom Lavender, Navneet Kapur (Med Teach, 200205)
problem-based-learning-work-demands-psychological-distress-pre.asp

167.

How we implemented a service-learning elective.

This paper describes the process used to introduce a service-learning course into the medical curriculum at the University of Kentucky College of Medicine. The rationale for taking the initiative to begin such a project is outlined and curriculum ...
Carol L Elam, David W Musick, Marlene J Sauer, Judith Skelton (Med Teach, 200205)
implemented-service-learning-elective.asp

168.

Problem-based compared with traditional methods at the Faculty of Medical Sciences, University of the West Indies: a model study.

The University of the West Indies (UWI) comprises three campuses located on three different islands. Two of the Campuses, Mona in Jamaica and St Augustine in Trinidad & Tobago offer full medical programmes, i.e. both basic sciences and clinical training. ...
Trevor Alleyne, A Shirley, C Bennett, J Addae, E Walrond, S West, L Pinto Pereira (Med Teach, 200205)
problem-based-compared-traditional-methods-faculty-medical-sciences.asp

169.

Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, Sweden.

Problem-based learning (PBL), combined with early patient contact, multiprofessional education and emphasis on development of communications skills, has become the basis for the medical curriculum at the Faculty of Health Sciences in Linköping (FHS), ...
L O Dahle, J Brynhildsen, M Behrbohm Fallsberg, I Rundquist, M Hammar (Med Teach, 200205)
pros-cons-vertical-integration-clinical-medicine-basic-science.asp

170.

Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum.

Important elements in the curriculum at the Faculty of Health Sciences in Linköping are vertical integration, i.e. integration between the clinical and basic science sections of the curriculum, and horizontal integration between different subject areas. ...
J Brynhildsen, L O Dahle, M Behrbohm Fallsberg, I Rundquist, M Hammar (Med Teach, 200205)
attitudes-students-teachers-vertical-integration-clinical-medicine.asp