Enhancing patient-based learning: introducing STRAC and the reflective history template

Area of Science:

• Medical Education
• Rural Health
• Digital Learning Tools

Background:

• Rural clinical schools depend on patient-based learning, which is often unstructured and serendipitous.
• Students transition from didactic learning to a self-directed model in rural settings, leading to insecurity.
• Existing methods like paper logs and diaries have failed to effectively track patient encounters for syllabus coverage.

Purpose of the Study:

• To introduce Syllabus Tracking (STRAC), a web-based system for tracking patient encounters in rural clinical settings.
• To present a Reflective Case History Template to promote reflective learning from patient experiences.
• To provide a flexible and adaptable tool for rural clinical schools to manage curriculum delivery.

Main Methods:

• Development and implementation of a web-based system named Syllabus Tracking (STRAC).
• Integration of a Reflective Case History Template to guide student learning.
• Utilizing a reporting function within STRAC for progress monitoring.

Main Results:

• STRAC offers a structured approach to managing patient-based learning in rural clinical schools.
• The system provides a method for students and faculty to track syllabus coverage.
• Early feedback suggests potential utility for other rural clinical schools.

Conclusions:

• STRAC addresses the need for structured patient encounter tracking in self-directed rural medical education.
• The system supports reflective learning and curriculum management.
• STRAC is presented as a valuable tool for rural clinical schools, with potential for broader application.