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Clinical physiology grand rounds.

Jeremy Richards1, Richard Schwartzstein, Julie Irish

  • 1The Carl J. Shapiro Institute for Education and Research, Beth Israel Deaconess Medical Center, Boston, Massachusetts 02215, USA. jbrichar@bidmc.harvard.edu

The Clinical Teacher
|March 14, 2013
PubMed
Summary
This summary is machine-generated.

Clinical Physiology Grand Rounds (CPGR) enhances medical education by integrating preclinical and clinical learning through case-based, interactive sessions. This approach fosters clinical reasoning and peer teaching among mixed-level students.

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Area of Science:

  • Medical Education
  • Clinical Physiology
  • Student Learning

Background:

  • Clinical Physiology Grand Rounds (CPGR) is a monthly, interactive, case-based conference for medical students.
  • It is designed to integrate preclinical and clinical learning, promote inductive clinical reasoning, and emphasize peer teaching.
  • The conference encourages mixed learning levels and the use of concept mapping.

Purpose of the Study:

  • To describe the theoretical basis and logistical considerations of CPGR.
  • To report qualitative data on student attitudes and perceptions of CPGR.
  • To evaluate the effectiveness of an interactive, integrative, mixed-learner environment.

Main Methods:

  • Medical students from first to fourth year participated in monthly conferences.
  • Socratic, interactive teaching methods and real-time concept mapping were employed.
  • Qualitative analysis of student focus group transcripts was conducted.

Main Results:

  • Focus groups assessed student attitudes towards the mixed-learner environment and concept maps.
  • Qualitative analysis identified themes and codes regarding student perceptions of CPGR.
  • Data provided insights into the student experience within the CPGR program.

Conclusions:

  • CPGR helps students appreciate the linkages between basic science and clinical medicine.
  • The conference increases awareness of clinical reasoning processes.
  • Successful integration of learning is dependent on explicit attention to learning goals.