Case-based debates: an innovative teaching tool in nephrology education.

Area of Science:

• Medical Education
• Nephrology
• Health Professions Training

Background:

• Traditional lecture formats in medical education are being supplemented by innovative teaching methods.
• Game-based learning is increasingly adopted across health professions, including medicine, nursing, and pharmacy.
• There is a need for engaging tools to teach diagnostic reasoning and cost-effectiveness.

Purpose of the Study:

• To describe a novel case-based debate teaching tool using a game format for nephrology fellows.
• To assess participant acceptance and perceptions of this game-based debate approach.
• To evaluate its effectiveness in teaching the importance and cost-effectiveness of diagnostic tests.

Main Methods:

• A PowerPoint game-based debate was conducted with first- and second-year nephrology fellows.
• Teams debated which tests to order for transplant-related cases, with points awarded for test relevance and cost-effectiveness.
• A faculty member facilitated a concluding discussion after the game.

Main Results:

• Participant acceptance of the case-based debate and rewards system was assessed.
• Fellows perceived the approach as highly entertaining and thought-provoking.
• The method was found to enhance self-directed learning and understanding of test importance and cost-effectiveness.

Conclusions:

• Case-based debates in a game format are a viable and engaging tool for medical education.
• This approach effectively teaches fellows about diagnostic test selection, importance, and cost-effectiveness.
• The game format enhances self-directed learning and participant engagement in complex medical cases.