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Related Experiment Videos

The ongoing development of a problem-based surgery clerkship: year three

R O Jones1, M B Donnelly, P P Nash

  • 1Department of Surgery, University of Kentucky College of Medicine, Lexington.

Medical Teacher
|January 1, 1993
PubMed
Summary

This medical education clerkship integrated adult learning principles and problem-based learning to enhance clinical skills. Continuous faculty feedback drove improvements, focusing on library use and preceptor programs for better student outcomes.

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Area of Science:

  • Medical Education
  • Adult Learning Principles

Background:

  • Traditional medical clerkships require adaptation to evolving educational philosophies.
  • Emphasis on lifelong learning habits is crucial for developing competent physicians.

Purpose of the Study:

  • To redesign a third-year medical clerkship using adult learning principles.
  • To foster lifelong learning habits and enhance clinical competencies.

Main Methods:

  • Implemented problem-based learning (PBL) as the core educational strategy.
  • Incorporated faculty feedback from annual retreats to refine the curriculum.
  • Introduced enhanced medical library and database training, tutor development, expert sessions, and a preceptor program.

Main Results:

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  • Strengthened focus on cognitive knowledge, clinical problem-solving, and practical skills.
  • Increased utilization of library resources and digital databases by students.
  • Improved clinical skill development through structured preceptor mentorship.

Conclusions:

  • The revised clerkship effectively integrates adult learning principles and PBL.
  • Ongoing evaluation and faculty-driven modifications are key to curriculum success.
  • Synchronizing curriculum, clinical practice, and self-study remains a critical challenge for optimal learning.