Developing and evaluating ambulatory care: problem-based learning cases

Medical educators have raised concerns about the quality of teaching and learning in busy ambulatory care settings. Problem-based learning (PBL), which allows students to learn to diagnose and manage common ambulatory care problems as they discuss patients away from the clinical setting, is one poss...

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Bibliographic Details
Published in:Medical teacher 2003-03, Vol.25 (2), p.136-141
Main Authors: Washington, Evelyn T., Tysinger, James W., Snell, Laura M., Palmer, Lawrence R.
Format: Article
Language:English
Subjects:
Ambulatory Care
Ambulatory health care
Clinical Clerkship
Curriculum
Evaluation
Humans
Learning
Medical students
Planning Techniques
Practice placements
Problem based learning
Program Evaluation
Teaching
Teaching - methods
Teaching - standards
USA
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Summary:Medical educators have raised concerns about the quality of teaching and learning in busy ambulatory care settings. Problem-based learning (PBL), which allows students to learn to diagnose and manage common ambulatory care problems as they discuss patients away from the clinical setting, is one possible solution for addressing these concerns. This article describes a process for developing realistic and well-written PBL cases for an ambulatory care clerkship. The process details specific steps for writing and evaluating cases to ensure they contain relevant learning issues students often encounter in outpatient training sites. Faculty at other institutions can adapt this process to develop and evaluate PBL cases reflecting the common presenting problems and patient issues at their sites.
ISSN:0142-159X
1466-187X
DOI:10.1080/0142159031000092517