Jian Zhao, Xin Gong, Jian Ding, Kepin Xiong, Kangle Zhuang, Rui Huang, Shu Li, Huachun Miao
Integration of case-based learning and three-dimensional printing for tetralogy of fallot instruction in clinical medical undergraduates: a randomized controlled trial
BMC medical education
medical undergraduates st georges university london sgul study weekly clinical case clinical science years audit human stories demonstrated lack diversity monoprofessionalism objectification patients collaborative partnership staff student patient representation implemented curriculum change including inclusive casewriting initiative explored whether reformed written cases supported development positive attitudes sampling perceptions cases amongst students sixteen semistructured interviews conducted febnovember 2022 first year medical students applied interpretative phenomenological analysis approach verbatim transcripts coded analysed elucidate themes four themes identified effective learning ii clinical authenticity iii authentic human stories iv opportunity rehearsing role doctor students perceived cases effective contextual learning method high degree clinical authenticity allowing mentalisation doctor attitudes behaviours relation patientcentredness multidisciplinary team working diversity results suggest reformed cases created positive attitudinal change amongst students supported transition clinical roles memorable human stories greatest impact dynamic inclusive collaborative case writing initiatives integrate realism diversity multiprofessionalism may help foster positive experiences students undertaking cbl sessions