Improving Medical Teaching Cases with Student Feedback
Author Information
Author(s): Lia Pierson Bruner, Leah Topper, Amy Baldwin, Ellen M. House, M. Tresa Chappell, Janette R. Hill
Primary Institution: Augusta University/University of Georgia Medical Partnership
Hypothesis
How can student feedback be utilized to enhance teaching cases in pre-clerkship medical curricula?
Conclusion
The study found that increasing realism, complexity, and media in teaching cases significantly improved learning outcomes for pre-clerkship medical students.
Supporting Evidence
- Student feedback identified high-quality media, complexity, and realism as key factors that facilitated learning.
- Year 1 students valued alignment with other curricular components, while Year 2 students appreciated psychosocial factors.
- Students requested more media and details to enhance the complexity and realism of cases.
Takeaway
Students think teaching cases in medical school should be more realistic and detailed, and they want more pictures and videos to help them learn better.
Methodology
Qualitative analysis of student feedback collected through online forms over multiple academic years.
Limitations
Feedback themes may have evolved due to case revisions, making direct comparisons across years difficult.
Participant Demographics
Medical students in pre-clerkship years 1 and 2.
Digital Object Identifier (DOI)
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