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Related Experiment Videos

Using the case-discussion method to teach epidemiology and biostatistics.

Paul R Marantz1, William Burton, Penny Steiner-Grossman

  • 1Department of Epidemiology and Social Medicine, Albert Einstein College of Medicine, Bronx, New York 10461, USA. marantz@aecom.yu.edu

Academic Medicine : Journal of the Association of American Medical Colleges
|April 15, 2003
PubMed
Summary

The case-discussion teaching method significantly improved medical student engagement and mastery of epidemiology and biostatistics principles. This innovative approach enhanced learning outcomes and positive course evaluations.

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Area of Science:

  • Medical Education
  • Public Health
  • Biostatistics

Background:

  • Teaching epidemiology and biostatistics to medical students presents challenges.
  • Traditional methods often struggle to engage students effectively.
  • The Albert Einstein College of Medicine sought to improve its first-year curriculum.

Purpose of the Study:

  • To evaluate the effectiveness of the case-discussion teaching method for first-year medical students.
  • To assess student learning and satisfaction with the revised curriculum.
  • To determine if this method enhances understanding of epidemiology and biostatistics.

Main Methods:

  • A revised first-year epidemiology and biostatistics course was implemented using case-discussion seminars.
  • Faculty received intensive training in the case-discussion method.

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  • The course included lectures, a midterm exam, and small-group case-discussion sessions followed by a final exam.
  • Evaluation involved faculty feedback, examination scores, and student questionnaires.

    • Main Results:

    • Faculty reported excellent student preparation and participation.
    • Midterm exam scores were comparable to previous years.
    • Final exam scores indicated good student mastery of the material.
    • Student evaluations were overwhelmingly positive and significantly improved from prior years.

    Conclusions:

    • The case-discussion teaching method is effective for teaching epidemiology and biostatistics principles to medical students.
    • This approach leads to improved student satisfaction and learning outcomes.
    • Sustained positive results over four years support the method's efficacy.