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A student-centered, problem-based surgery clerkship
P P Nash1, R W Schwartz, J L Middleton
1Department of Behavioral Science, University of Kentucky, Lexington 40536-00861.
Summary
This study revised a medical school surgery clerkship to emphasize cognitive skills using problem-based learning (PBL). Both students and faculty reported positive outcomes, noting improved learning and enthusiasm.
Area of Science:
- Medical Education
- Surgical Training
- Cognitive Skill Development
Background:
- Traditional surgical clerkships often focus on knowledge acquisition.
- There is a need to enhance students' critical thinking and decision-making abilities in surgery.
- Integrating cognitive skill development into early medical training is crucial.
Purpose of the Study:
- To redesign a third-year surgery clerkship curriculum.
- To prioritize the development of cognitive skills, including decision-making and critical thinking.
- To evaluate the impact of problem-based learning (PBL) as the primary instructional method.
Main Methods:
- Implemented a revised third-year surgery clerkship in 1989-90.
- Utilized problem-based learning (PBL) as the core teaching strategy.
- Established comprehensive evaluation systems for students and the program.
Main Results:
- Students reported enhanced abilities in resource management, time management, and knowledge retention.
- Faculty observed increased student eagerness and enthusiasm for surgical learning.
- Overall faculty and student response to the revised clerkship was highly positive.
Conclusions:
- The revised clerkship effectively improved students' cognitive skills.
- Problem-based learning (PBL) is a successful instructional method for surgical education.
- Curriculum reform can positively impact student engagement and learning outcomes in surgery.