Acta Medica Iranica 2017. 55(4):259-264.

A Case Based-Shared Teaching Approach in Undergraduate Medical Curriculum: A Way for Integration in Basic and Clinical Sciences
Soheil Peiman, Azim Mirzazadeh, Maryam Alizadeh, Sara Mortaz Hejri, Mohammad-Taghi Najafi, Abbas Tafakhori, Farnoosh Larti, Besharat Rahimi, Babak Geraiely, Parichehr Pasbakhsh, Gholamreza Hassanzadeh, Fatemeh Nabavizadeh Rafsanjani, Mohammad Ansari, Seyed Farshad Allameh

Abstract


To present a multiple-instructor, active-learning strategy in the undergraduate medical curriculum. This educational research is a descriptive one. Shared teaching sessions, were designed for undergraduate medical students in six organ-system based courses. Sessions that involved in-class discussions of integrated clinical cases were designed implemented and moderated by at least 3 faculties (clinicians and basic scientists). The participants in this study include the basic sciences medical students of The Tehran University of Medical Sciences. Students’ reactions were assessed using an immediate post-session evaluation form on a 5-point Likert scale. Six two-hour sessions for 2 cohorts of students, 2013 and 2014 medical students during their two first years of study were implemented from April 2014 to March 2015. 17 faculty members participated in the program, 21 cases were designed, and participation average was 60 % at 6 sessions. Students were highly appreciative of this strategy. The majority of students in each course strongly agreed that this learning practice positively contributed to their learning (78%) and provided better understanding and application of the material learned in an integrated classroom course (74%). They believed that the sessions affected their view about medicine (73%), and should be continued in future courses (80%). The percentage demonstrates the average of all courses. The program helped the students learn how to apply basic sciences concepts to clinical medicine. Evaluation of the program indicated that students found the sessions beneficial to their learning.

Keywords


Active learning; Problem based learning; Medical students

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