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- Siwe, Karin, et al.
(författare)
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Medical students learning the pelvic examination : Comparison of outcome in terms of skills between a professional patient and a clinical patient model
- 2007
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Ingår i: Patient Education and Counseling. - : Elsevier BV. - 0738-3991 .- 1873-5134. ; 68:3, s. 211-217
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Tidskriftsartikel (refereegranskat)abstract
- Objective: To compare two models of learning the pelvic examination (PE) for medical students, with professional patients (PP) or with clinical patients (CP), by measuring perceived distress and learning outcome in terms of skills. Methods: Prospective longitudinal study. Assessments of self-perceived distress on four occasions at the prospect of performing a PE. Evaluation of the learning session (LS) and clinical clerkship concerning outcome of palpation skills. Results: During the LS, students in the PP model (PP students) received enough guidance from their coaches, were certain they had palpated the uterus and at least one ovary, and were less distressed afterwards compared with students who were instructed using the CP model (CP students). During the clinical clerkship, the PP students performed twice as many PEs as CP students did and had more often confirmed palpating the uterus and an ovary. Conclusion: PP students were more skilful in palpating the uterus and ovaries and performed more PEs during the clinical clerkship than did CP students. Practice implications: Engaging healthy and voluntary women as PPs takes time and effort. It is, however, worthwhile as it increases the confidence of students who perform PEs, makes them more competent, and ultimately improves their skills in performing the examination during their clinical clerkship.
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- Stjernquist, Martin, et al.
(författare)
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Applying the Case Method for Teaching within the Health Professions - Teaching the Students.
- 2007
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Ingår i: Education for Health. - 1469-5804. ; 20:1, s. 15-15
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Tidskriftsartikel (refereegranskat)abstract
- Context: When using the Case Method in teaching situations, problem-solving is emphasized and taught, in order to acquire the skills and later be able to apply them in new situations. The basis of the learning process is the students’ own activity in the situation and is built on critical appraisal and discussion. Objectives: To explain what the Case Method is, what it is not and to describe when and where to use the Case Method. The objective is also to describe how to write a ‘case’, how to lead a ‘case’ discussion and how to deal with problems. Why one should use the Case Method is also highlighted. Application The case used should be founded on a real life situation, containing a problem that must be handled. The structure and use of the white board plays a central part. It is important that the setting allows the teacher to interact with all the students. Groups of up to 30 students can be handled with ease, though larger groups are feasible in the right physical setting. Within the health professions, the Case Method can be used at all levels of training and to a certain extent the same case can be used - the depth with which it is addressed depends on the student’s prior knowledge. Different professions and specialists can take part. A whole curriculum can be built up around the Case Method, but more often it is used together with other pedagogic methods. Conclusion: The Case Method is a well-structured, student-activating way of teaching, well-suited to hone problem-solving skills within health education programmes.
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- Stjernquist, Martin, et al.
(författare)
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Problem based learning and the case method--medical students change preferences during clerkship.
- 2007
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Ingår i: Medical Teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 29:8, s. 814-820
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: The Case Method (Case) and Problem Based Learning (PBL) are two student active methods, increasingly used in medical education. AIM: The aim of this study was to compare medical student satisfaction with the two different active methods of learning and to see if there was any variation in preference between two stages in medical training. METHODS: A short questionnaire was given out to 254 students during the eighth and eleventh term of medical training. Answers were obtained from 221 students. The results were computer analysed. RESULTS: Students in the eighth term rated both methods high, while students in the eleventh term rated Case even higher while PBL decreased in popularity. Traditional lectures were given constant neutral rating. Case was rated better for problem solving. CONCLUSIONS: It seems that Case is more suitable than PBL for the later stages of medical training when clinical problem-solving skills need to be honed.
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