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Related Experiment Videos

Problem-based clinical confrontation modules planned and conducted by students.

M Phillip1, M Friedman, D Benor

  • 1Division of Pediatrics, Soroka Medical Center, Beer Sheva, Israel.

Israel Journal of Medical Sciences
|September 1, 1987
PubMed
Summary

This course enhances medical education by linking basic science to clinical practice. It fosters problem-solving and self-learning skills in students, preserving scientific integrity.

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Area of Science:

  • Medical Education
  • Clinical Sciences

Background:

  • Medical curricula often face challenges in connecting basic science knowledge with clinical application.
  • Student feedback on curricular shortcomings can be a valuable resource for educational improvement.

Purpose of the Study:

  • To describe a novel course designed to integrate clinical relevance into basic science education.
  • To demonstrate how student feedback can be leveraged for constructive curriculum development.

Main Methods:

  • Implementation of a 'Clinical Confrontation' course for senior medical students.
  • Focus on processing and rearranging prior knowledge to solve clinical problems.
  • Utilizing student feedback to refine the educational process.

Main Results:

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  • The course successfully introduced clinical relevancy to basic science.
  • Students developed enhanced problem-solving skills and self-learning habits.
  • Curricular shortcomings were transformed into constructive student participation.

Conclusions:

  • The Clinical Confrontation course effectively bridges basic science and clinical practice.
  • This educational approach preserves the scientific foundation and internal logic of medical disciplines.
  • Leveraging student feedback is crucial for optimizing medical training.