Utility of the case-method approach for the integration of clinical and basic science in surgical education.
BACKGROUND
Although students develop experience in integrating clinical and basic scientific knowledge, it may be difficult for them to do so in patient management. Formalized instructions using case discussions that involve the integration of basic science concepts may facilitate their incorporation into practice.


METHODS
Third-year surgical clerkship students were pretested for baseline knowledge of information relevant to the case being discussed. Facilitators, including a faculty surgeon and a pharmacologist or physiologist, assisted in developing the case and in the coordination of questions. Following two 90-minute, student-driven sessions and student review of bibliographic resources, consensus was reached regarding the appropriate utilization of the basic science and clinical information in patient management.


RESULTS
Pre- and post-tests of the students' knowledge showed improvements in their performances by the seminars.


CONCLUSIONS
The case method permitted instructors to assess specific areas of increased knowledge and to adjust subsequent teaching to improve the one area in which performance worsened.
Beech
Derrick J
DJ
Department of Surgery, University of Tennessee-Memphis, 38163, USA. dbeech@utmem.edu
Domer
Floyd R
FR
D000328:Adult; D002982:Clinical Clerkship; D002983:Clinical Competence; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods* / Q000458:organization & administration*; D005260:Female; D013502:General Surgery / Q000193:education; D006801:Humans; D008297:Male; D008495:Medical Oncology / Q000193:education*; D010347:Patient Care Planning; D018794:Problem-Based Learning; D012586:Science; D012680:Sensitivity and Specificity