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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.

Academic Medicine : Journal of the Association of American Medical Colleges
|July 1, 1991
PubMed
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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.

Related Experiment Videos

  • 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.