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Casebook: a system for tracking clinical encounters.

J A Kahn1, J Piggins, D R Blewett

  • 1Laboratory of Computer Science, Massachusetts General Hospital, Boston.

Proceedings. Symposium on Computer Applications in Medical Care
|January 1, 1991
PubMed
Summary
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Casebook, a clinical database for medical students, enhances technology use and curriculum evaluation. Faculty engagement significantly boosts student perception and utilization of this educational tool.

Area of Science:

  • Medical Education Technology
  • Clinical Informatics
  • Health Professions Education

Background:

  • Medical students need structured methods to record clinical encounters.
  • Evaluating the diversity and typicality of student clinical experiences is crucial for curriculum assessment.
  • Integrating technology into medical training can enhance learning and data collection.

Purpose of the Study:

  • To describe the Casebook database system for recording medical student clinical encounters.
  • To outline the goals of Casebook in improving technology use, experience evaluation, and curriculum assessment.
  • To explore the impact of faculty engagement on student utilization and perception of Casebook.

Main Methods:

  • Casebook is a MUMPS-based database for recording clinical encounters.

Related Experiment Videos

  • Students select medical terms from pop-up menus or use free text for 'Problems' and 'Procedures'.
  • Data is collected across various medical rotations, including Medicine, OB/GYN, Pediatrics, and Ambulatory care.

    • Main Results:

    • Casebook facilitates recording of clinical problems and procedures.
    • Student use and perceived value of Casebook are higher when faculty are actively involved.
    • The system is being expanded for use across multiple years of medical school.

    Conclusions:

    • Casebook serves as a valuable tool for medical students to document clinical experiences.
    • Active faculty interest is key to maximizing the effectiveness and adoption of Casebook.
    • The database has the potential to inform curriculum evaluation and improve preceptor-student dialogue.