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A problem-based clinical course in general internal medicine.

P J McLeod, N B Whittemore

    Medical Teacher
    |January 1, 1989
    PubMed
    Summary
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    A problem-based learning approach improved general internal medicine education, replacing lectures with a clinical clerkship focused on common medical issues. Both students and instructors found the new method effective and engaging.

    Area of Science:

    • Medical Education
    • Internal Medicine Training

    Background:

    • Traditional lecture-based general internal medicine instruction proved unsuccessful.
    • A need for more effective clinical training methods was identified.

    Purpose of the Study:

    • To evaluate the effectiveness of a clinical problem-based learning (PBL) approach in general internal medicine education.
    • To assess student and instructor satisfaction with the new curriculum and evaluation methods.

    Main Methods:

    • Replaced lecture-based instruction with a clinical problem-based 'junior clerkship'.
    • Centered hospital and ambulatory-clinic instruction around common medical problems.
    • Employed multi-component evaluations and tutor participation in PBL.

    Main Results:

    Related Experiment Videos

    • Students and instructors responded favorably to the problem-based learning format.
    • Positive feedback was received on the use of problem lists and course content.
    • Evaluations were perceived as useful learning experiences by participants.

    Conclusions:

    • A problem-based learning curriculum is a successful alternative to traditional lectures for general internal medicine.
    • The PBL approach enhanced student engagement and perceived learning value.
    • Instructor adoption and positive student feedback support the efficacy of this educational model.