Collaborative case-based learning with programmatic team-based assessment: a novel methodology for developing...

Area of Science:

• Medical Education
• Curriculum Development
• Undergraduate Medical Training

Background:

• Imperial College London introduced a novel, spiral undergraduate medical curriculum in 2019.
• The Clinical & Scientific Integrative cases (CSI) module is a flagship component of this new curriculum.
• CSI aims to foster patient-centeredness, integrate clinical and scientific content, develop teamwork, and promote student-driven learning.

Purpose of the Study:

• To evaluate first-year students' experiences with the CSI module.
• To assess the module's alignment with its key educational aims.
• To analyze the design, delivery, successes, and challenges of the CSI module's inaugural year.

Main Methods:

• Utilized a novel educational approach combining digital case-based learning (CBL) and team-based learning (TBL).
• Incorporated learning and programmatic assessment within the TBL component.
• Collected quantitative and qualitative data from student feedback surveys.

Main Results:

• The CSI module was well-received by the majority of first-year students.
• Students reported success in curriculum integration, developing a holistic patient approach, and enhancing teamwork skills.
• Students found the authentic clinical problems highly relevant, though adaptation to student-driven learning presented challenges.

Conclusions:

• First-year students demonstrated a patient-centered outlook and improved ability to integrate knowledge.
• Students developed appreciation for teamwork and self-efficacy in collaborative problem-solving.
• The CSI module's innovative design is relevant for modern medical students and future healthcare professionals.