title: The value of case-based teaching vignettes in clinical microbiology rounds.
abstract: OBJECTIVE
  To describe the implementation and evaluation of a case-based microbiology curriculum during daily microbiology rounds.
  
  
  METHODS
  Vignettes consist of short cases with images and questions that facilitate discussion among microbiologists, pathologists, infectious disease physicians, and trainees (residents and fellows). We performed a survey to assess the value of these vignettes to trainees.
  
  
  RESULTS
  Motivation to come to rounds on time increased from 60% to 100%. Trainees attending rounds after implementation of the vignettes perceived the value of microbiology rounds to be significantly higher compared with those who attended rounds before implementation (P = .04). Pathology residents found that vignettes were helpful for retaining knowledge (8.3 of 10 points).
  
  
  CONCLUSIONS
  The vignettes have enhanced the value of microbiology rounds by serving as a formalized curriculum exposing trainees from multiple specialties to various microbiology topics. Emphasis on interdisciplinary interactions between clinical and laboratory personnel was highlighted with this case-based curriculum.
authors: Dept of Pathology and Laboratory Medicine, Emory University Hospital, 1364 Clifton Rd NE, Room C179C, Atlanta, GA 30322; jguarne@emory.edu.
authors: Jennifer O
authors: JO
authors: Spicer
authors: Colleen S
authors: CS
authors: Kraft
authors: Eileen M
authors: EM
authors: Burd
authors: Wendy S
authors: WS
authors: Armstrong
authors: Jeannette
authors: J
authors: Guarner
mesh_terms: D003479:Curriculum; D004503:Education, Medical, Graduate / Q000379:methods*; D006801:Humans; D007396:Internship and Residency; D008829:Microbiology; D011795:Surveys and Questionnaires
keywords: Case-based vignettes; Microbiology education; Teaching