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Role of case structure and prior experience in a case-based surgical clerkship
As case-based methods replaced lectures in a surgical clerkship, the influences of case structure and prior experience on learning were investigated. Early and late third-year students randomly received different cases. “Structured” cases had data presented and summarized. “Unstructured” cases requi...
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| Published in: | The American journal of surgery 1996-09, Vol.172 (3), p.286-290 |
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| Main Authors: | , , , , |
| Format: | Article |
| Language: | English |
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| cited_by | cdi_FETCH-LOGICAL-c417t-54eaf67a3aaa733e68302c31b7900030db2c7660751727875741f9a9e63148653 |
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| cites | cdi_FETCH-LOGICAL-c417t-54eaf67a3aaa733e68302c31b7900030db2c7660751727875741f9a9e63148653 |
| container_end_page | 290 |
| container_issue | 3 |
| container_start_page | 286 |
| container_title | The American journal of surgery |
| container_volume | 172 |
| creator | Sutyak, John P. Lebeau, Robert B. Spotnitz, Alan J. O'Donnell, Angela M. Mehne, Paul R. |
| description | As case-based methods replaced lectures in a surgical clerkship, the influences of case structure and prior experience on learning were investigated.
Early and late third-year students randomly received different cases. “Structured” cases had data presented and summarized. “Unstructured” cases required questions to faculty for information. Multiple choice tests and differential diagnosis activities were administered. An attitudinal questionnaire gauged student perceptions.
In both multiple choice and differential diagnosis activities, the late rotation, “unstructured” group scored higher than the “structured” group. Conversely, the early rotation, “unstructured” group scored lower than the “structured” group. Combined, rotation, and structure significantly affected both multiple choice and differential diagnosis activities (ANOVA, P ≤0.02). Early rotation, “unstructured” students described a more enjoyable experience, despite lower evaluation scores.
Surgical clerkship case-based learning is profoundly affected by case structure and prior clinical experience. Case-based curriculum should be tailored to accommodate these interactions. |
| doi_str_mv | 10.1016/S0002-9610(96)00108-0 |
| format | article |
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Early and late third-year students randomly received different cases. “Structured” cases had data presented and summarized. “Unstructured” cases required questions to faculty for information. Multiple choice tests and differential diagnosis activities were administered. An attitudinal questionnaire gauged student perceptions.
In both multiple choice and differential diagnosis activities, the late rotation, “unstructured” group scored higher than the “structured” group. Conversely, the early rotation, “unstructured” group scored lower than the “structured” group. Combined, rotation, and structure significantly affected both multiple choice and differential diagnosis activities (ANOVA, P ≤0.02). Early rotation, “unstructured” students described a more enjoyable experience, despite lower evaluation scores.
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Early and late third-year students randomly received different cases. “Structured” cases had data presented and summarized. “Unstructured” cases required questions to faculty for information. Multiple choice tests and differential diagnosis activities were administered. An attitudinal questionnaire gauged student perceptions.
In both multiple choice and differential diagnosis activities, the late rotation, “unstructured” group scored higher than the “structured” group. Conversely, the early rotation, “unstructured” group scored lower than the “structured” group. Combined, rotation, and structure significantly affected both multiple choice and differential diagnosis activities (ANOVA, P ≤0.02). Early rotation, “unstructured” students described a more enjoyable experience, despite lower evaluation scores.
Surgical clerkship case-based learning is profoundly affected by case structure and prior clinical experience. Case-based curriculum should be tailored to accommodate these interactions.</description><subject>Biological and medical sciences</subject><subject>Clinical Clerkship</subject><subject>Diagnosis</subject><subject>Diagnosis, Differential</subject><subject>Differential diagnosis</subject><subject>Educational Measurement</subject><subject>General Surgery - education</subject><subject>Humans</subject><subject>Learning</subject><subject>Medical sciences</subject><subject>Public health. Hygiene</subject><subject>Public health. Hygiene-occupational medicine</subject><subject>Random Allocation</subject><subject>Rotation</subject><subject>Students</subject><subject>Teaching - methods</subject><subject>Teaching. Deontology. Ethics. 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Early and late third-year students randomly received different cases. “Structured” cases had data presented and summarized. “Unstructured” cases required questions to faculty for information. Multiple choice tests and differential diagnosis activities were administered. An attitudinal questionnaire gauged student perceptions.
In both multiple choice and differential diagnosis activities, the late rotation, “unstructured” group scored higher than the “structured” group. Conversely, the early rotation, “unstructured” group scored lower than the “structured” group. Combined, rotation, and structure significantly affected both multiple choice and differential diagnosis activities (ANOVA, P ≤0.02). Early rotation, “unstructured” students described a more enjoyable experience, despite lower evaluation scores.
Surgical clerkship case-based learning is profoundly affected by case structure and prior clinical experience. Case-based curriculum should be tailored to accommodate these interactions.</abstract><cop>New York, NY</cop><pub>Elsevier Inc</pub><pmid>8862087</pmid><doi>10.1016/S0002-9610(96)00108-0</doi><tpages>5</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0002-9610 |
| ispartof | The American journal of surgery, 1996-09, Vol.172 (3), p.286-290 |
| issn | 0002-9610 1879-1883 |
| language | eng |
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| source | Elsevier:Jisc Collections:Elsevier Read and Publish Agreement 2022-2024:Freedom Collection (Reading list) |
| subjects | Biological and medical sciences Clinical Clerkship Diagnosis Diagnosis, Differential Differential diagnosis Educational Measurement General Surgery - education Humans Learning Medical sciences Public health. Hygiene Public health. Hygiene-occupational medicine Random Allocation Rotation Students Teaching - methods Teaching. Deontology. Ethics. Legislation Unstructured data Variance analysis |
| title | Role of case structure and prior experience in a case-based surgical clerkship |
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