PubMed Health⌕ Search
Home/Archive/PubMed

PubMed · 7231317

Case analysis as a teaching method in the paraclinical sciences.

A Lee·E H Hegarty
View original source ↗Export metadata ↓

Abstract

A major problem in the teaching of the preclinical and paraclinical sciences to medical students is that courses are often taught in isolation from the clinical programme and students have difficulty relating the different types of learning experiences. This paper introduces case analysis as method designed to overcome this problem. The casebook method is popular with students and staff members and is a practical way of encouraging independent and motivated learning in the paraclinical sciences.

Explore related subjects

Education, MedicalMicrobiologyTeachingJournal Article

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

A Lee, E H Hegarty. 1981-03-07. Case analysis as a teaching method in the paraclinical sciences.. https://doi.org/10.5694/j.1326-5377.1981.tb135517.x

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed2001

The 'expert' in problem-based and case-based learning: necessary or not?

BACKGROUND: Problem-based learning (PBL) and other small-group teaching methods which incorporate principles of adult learning, are exciting innovations in medical education. In the application of these methods to medical curricula many schools have introduced non-expert tutors. However, research evaluating the effectiveness of non-expert lead teaching has been inconclusive. AIM: The present study aim was to compare the outcome of teaching in small groups facilitated by either an 'expert' or a 'non-expert' tutor, in a single topic area. METHOD: Fourth-year medical students were allocated randomly to teaching of eating disorders either by a non-expert or an expert tutor. Outcomes were evaluated by (i) a knowledge test, and (ii) self-report ratings by tutors and students of their learning methods and other qualities. RESULTS: The study found that while the non-expert tutor was rated more highly for her group management skills, and she also rated her students more highly in the area of oral communication, students who were taught by the expert scored higher in the end-of-course test in the topic area. CONCLUSION: The findings suggest that caution should be exercised, and the need for more research before widespread adoption of teaching by non-expert tutors.

Education, Medical↗
PubMed2001

Developing organizational learning in the NHS.

Learning has been identified as a central concern for a modernized NHS. Continuing professional development has an important role to play in improving learning but there is also a need to pay more attention to collective (organizational) learning. Such learning is concerned with the way organizations build and organize knowledge. Recent emphasis within the NHS has been on the codification of individual and collective knowledge - for example, guidelines and National Service Frameworks. This needs to be balanced by more personalized knowledge management strategies, especially when dealing with innovative services that rely on tacit knowledge to solve problems. Having robust systems for storing and communicating knowledge is only one part of the challenge. It is also important to consider how such knowledge gets used, and how routines become established within organizations that structure the way in which knowledge is deployed. In many organizations these routines favour the adaptive use of knowledge, which helps organizations to achieve incremental improvements to existing practices. However, the development of organizational learning in the NHS needs to move beyond adaptive (single loop) learning, to foster skills in generative (double loop) learning and meta-learning. Such learning leads to a redefinition of the organization's goals, norms, policies, procedures or even structures. This paper argues that moving the NHS in this direction will require attention to the cultural values and structural mechanisms that facilitate organizational learning.

Education, Medical↗