MedEd

Question 1

What are cases

Answer 1

Stories from experience

• context rich
• support inquiry based learning

Challenges are addressed as a group => discussion

Question 2

Things for the facilitator to look out for

Answer 2

Who is talking to who?
Is someone dominating the conversation
Interactions within the group
Is everyone involved

Question 3

Definitions of

• analysis
• synthesis
• evaluation

Answer 3

Analysis - break down evidence to understand meaning and the relationships between ideas

Synthesis - combine pieces into a whole => summarise

Evaluation - evidence used to determine the worth of a decision

Question 4

Purpose of case based learning

Answer 4

Preparation for clinical practice

• links theory to real life
• apply knowledge in clinical situations

Patient and student centered

Question 5

Aspects of a case

Answer 5

Problem exists
-context to problem given
-data that informs decision making
Discuss and form a plan

Question 6

Forms of case based learning

Answer 6

Case bedside teaching - classroom case discussion => bedside demonstration

Case lecture teaching - quick case review with formal presentation of topic

Case interactive teaching - discovery learning with complex cases

Question 7

Limitations of CBL

Answer 7

Poor facilitation => Students fight to talk

Not listening to other ideas => superficial analysis

Case too easy/complicated for student level

Lacks detail, accuracy, authenticity

Does not support clinical skill development

Question 8

What makes good bedside teaching

Answer 8

Space for introductions, good communication
Max 5
Participation encouraged
Tests and scans used
Encourages learners to spend time with patients

Use communication aids like SBAR to encourage learners to convey understanding of cases
Uses errors as discussion points => explore the train of thought that led to that error