■医学生经常通过解剖学课程学习医学院课程,通常包括组织学和胚胎学内容。随着医学教育越来越强调内容领域的整合,基于案例的学习(CBL)课程等活动的使用已经增加。发表的工作很少证明CBL会议在整合解剖学方面的有效性,胚胎学,和组织学对一年级医学生提高内容掌握和适应他们的学习技术的能力。
■我们开发了一个CBL课程,其中包括解剖学,胚胎学,以及涵盖上肢和乳腺病理学的组织学内容,这些内容在2022年和2023年夏季的预科课程中被教授给一年级医学生(N=51)。会议包括完成单独的会前和会后测验;小组完成涉及图像解释的临床病例,匹配练习,和图表的构造,流程图,或表格;以及关于准备和会议有效性的Likert风格和自由回答问题的会后调查。
■赛后测验成绩显著提高(p<.001)。关于会后调查(回应率:59%),学生们评论说,他们喜欢案例的真实应用和整合,并且这些会议提高了他们对内容领域之间联系的理解。其他评论表明,学生正在评估和调整他们的学习方法,为会议做准备,经常使用在会议中介绍和实践的技术。
■CBL课程可以为即将入学的一年级医学生提供练习的机会,适应,并在提供集成内容的同时评估研究技术。
UNASSIGNED: Medical students are frequently introduced to medical school curricula through anatomy coursework, which often includes histology and
embryology content. As medical education has increasingly emphasized integration of content areas, use of activities such as
case-based learning (CBL) sessions has grown. Little published work has demonstrated the effectiveness of CBL sessions in integrating anatomy,
embryology, and histology on first-year medical students\' ability to improve content mastery and adapt their study techniques.
UNASSIGNED: We developed a CBL session that included anatomy,
embryology, and histology content covering the upper extremity and breast pathology that was taught to incoming first-year medical students (N = 51) during a prematriculation program in the summers of 2022 and 2023. The session involved completion of an individual pre- and postsession quiz; group completion of clinical cases involving image interpretation, matching exercises, and construction of diagrams, flowcharts, or tables; and a postsession survey with Likert-style and free-response questions about preparation and session effectiveness.
UNASSIGNED: Postsession quiz scores significantly improved (p < .001). On the postsession survey (response rate: 59%), students commented that they enjoyed the real-life application and integration of the cases and that the sessions improved their understanding of the connections between content areas. Other comments demonstrated that students were evaluating and adapting their study approach in preparation for the sessions, often using techniques introduced and practiced in the sessions.
UNASSIGNED: CBL sessions can provide opportunities to incoming first-year medical students to practice, adapt, and evaluate study techniques while delivering integrated content.