Involving a real patient in the design and implementation of case-based learning to engage learners

• Published in: Advances in physiology education 2018-03, Vol.42 (1), p.118-122
• Main Authors: Dickinson, Bonny L, Lackey, Wendy, Sheakley, Maria, Miller, Lisa, Jevert, Susan, Shattuck, Brandy
• Format: Article
• Language: English
• Subjects: Education, Medical - methods; Humans; Patient Participation - methods; Problem-Based Learning - methods; Students, Medical; Surveys and Questionnaires
• ISSN: 1043-4046; 1522-1229
• DOI: 10.1152/advan.00174.2017

Real patients offer unique opportunities to develop authentic, engaging, and transformative learning experiences for students. Patients are widely employed to teach clinical and interpersonal skills in the clerkship phase of their medical education (M3-M4), but have not been extensively included in the preclinical curriculum (M1-M2) when students are focused on acquiring foundational biomedical science knowledge. To maximize learning and help students connect foundational and clinical science concepts to real-world clinical problems, we involved a real patient in the creation and implementation of a case-based learning (CBL) activity in our preclinical curriculum. Using the patient's narrative as a framework, the CBL addressed relevant aspects of physiology, pathophysiology, anatomy, pharmacology, and nutrition, as well as clinical care decisions, health literacy, and medical ethics. The intervention was implemented with the 2019 and 2020 graduating medical school classes during the Gastrointestinal Systems course in the second year of our curriculum. The results of a survey revealed that, overall, a majority of the students agreed or strongly agreed that the activity increased engagement in class, increased the depth of discussion within their teams, increased the depth of discussion between teams, helped students to apply basic science concepts to the clinical material in the case, helped students better understand the disease processes described in the case, enhanced awareness of the complexity of patient care, provided an authentic learning experience, and elicited a feeling of empathy.