Case-based learning in surgery: lessons learned
Jonas Nordquist1, Kristina Sundberg2, Linda Johansson1
1Department of Medicine (Huddinge), Medical Case Center, Karolinska Institutet, SE-141 86, Stockholm, Sweden.
World Journal of Surgery
|January 7, 2012
Summary
The implementation of case-based learning (CBL) in surgical education was not satisfactory due to process weaknesses and misalignment with the existing teaching regime. A checklist was developed to guide future successful CBL integration.
Area of Science:
- Medical Education
- Surgical Training
- Curriculum Development
Background:
- Investigating the implementation of case-based learning (CBL) in a surgical semester at Karolinska Institutet's Undergraduate Medical Program.
- Assessing the success level and identifying practical/theoretical implications of the CBL implementation process.
Purpose of the Study:
- To gain a deeper understanding of the case-based learning (CBL) implementation process in undergraduate surgical education.
- To evaluate the effectiveness and identify challenges associated with introducing CBL.
Main Methods:
- Qualitative study design exploring student and faculty perceptions of CBL.
- Semistructured interviews with five faculty members and five students one year into implementation.
- Inductive and deductive coding of narrative data to derive coding categories.
Main Results:
- Two main themes emerged: the critical role of a functional implementation process and a mismatch between the student/faculty Teaching Learning Regime and CBL attributes.
- A checklist for implementing CBL in surgical curricula was developed based on the study findings.
Conclusions:
- The implementation of case-based learning (CBL) was found to be unsatisfactory.
- Addressing implementation weaknesses and the misalignment with the current teaching and learning regime is crucial for future success.
- Promoting the use of the developed checklist is recommended for future CBL implementation in surgical undergraduate curricula.
