Bonny L. Dickinson|Wendy Lackey|Maria Sheakley|Lisa Miller|Susan Jevert|Brandy Shattuck
Involving a real patient in the design and implementation of case-based learning to engage learners
Western Michigan University|Stryker (United States)|Western Michigan University|Stryker (United States)|Western Michigan University|Stryker (United States)|Western Michigan University|Stryker (United States)|Western Michigan University|Stryker (United States)|Western Michigan University|Stryker (United States)
real patients offer unique opportunities develop authentic engaging transformative learning experiences students patients widely employed teach clinical interpersonal skills clerkship phase medical education m3m4 extensively included preclinical curriculum m1m2 students focused acquiring foundational biomedical science knowledge maximize learning help students connect foundational clinical science concepts realworld clinical problems involved real patient creation implementation casebased learning cbl activity preclinical curriculum using patients narrative framework cbl addressed relevant aspects physiology pathophysiology anatomy pharmacology nutrition well clinical care decisions health literacy medical ethics intervention implemented 2019 2020 graduating medical school classes gastrointestinal systems course second year curriculum results survey revealed overall majority students agreed strongly agreed activity increased engagement class increased depth discussion within teams increased depth discussion teams helped students apply basic science concepts clinical material case helped students better understand disease processes described case enhanced awareness complexity patient care provided authentic learning experience elicited feeling empathy