Housestaff attitudes toward a problem-based clerkship
Abstract
Problem-based learning (PBL) sessions for students were recently incorporated into the third-year Internal Medicine Clerkship at the University of Kentucky. It was of interest to know how this addition would affect the educational experience of the house staff. Therefore, in February 1994, 53 Internal Medicine housestaff were surveyed on their attitudes towards the PBL-oriented Internal Medicine Clerkship. It was found that housestaff perceived the clerkship change negatively. Housestaff believed that the new curriculum interfered with student participation on the ward team and with their ability to teach students. Housestaff strongly believed that students learn clinical medicine best on ward teams seeing patients rather than through PBL.
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Tutor satisfaction results were unfavorable to PBL methodology in two publications.
“and even unfavorable to the PBL methodology in two publications [117, 122].”
From Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review (2022) · cites this paper as [122]
Cites
(2020) · Journal of Medical Education · doi:10.5812/jme · Cited by 3,505 · see citing works
The resident as teacher during work rounds
Wilkerson, L., Lesky, L. G., & Medio, F. J. (1986) · Academic Medicine · doi:10.1097/00001888-198610000-00007 · Cited by 72 · see citing works
Residentsʼ perceptions of their role as teachers
Apter, A. J., Metzger, R., & Glassroth, J. L. (1988) · Academic Medicine · doi:10.1097/00001888-198812000-00003 · Cited by 62 · see citing works
The house officer as a teacher
Tonesk, X. (1979) · Academic Medicine · doi:10.1097/00001888-197908000-00002 · Cited by 46 · see citing works
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Trullàs, J. C., Blay, C., Sarri, E., & Pujol, R. (2022) · BMC Medical Education · doi:10.1186/s12909-022-03154-8 · Cited by 473 · see citing works
Problem-based learning in medical degree teaching: a scoping reviewPreprint
Trullàs, J. C., Blay, C., Sarri, E., & Pujol, R. (2021) · Research Square · doi:10.21203/rs.3.rs-514038/v1 · Cited by 3 · see citing works
“In comparison with the satisfaction of the students, here the results are more neutral (Macallan et al. 2009; Subramaniam et al. 2014; Khan & Al-Swailmi 2015; Chang 2016; Yoo et al 2019) and even unfavorable to the PBL methodology in two publications (Gri th et al 1996; De Lowerntal 1996).”
ResultTrullàs, J. C., Blay, C., Sarri, E., & Pujol, R. (2022) · Figshare · doi:10.6084/m9.figshare.19194104
- Authors
- Griffith, C. D., Blue, A. V., Mainous, A. G., & Desimone, P. A.
- Affiliations
- University of Kentucky (US)
- Venue
- Medical Teacher
- Publisher
- Informa UK Limited
- Published
- 1996-01
- Volume
- 18
- Issue
- 2
- Pages
- 133-134
- ISSN
- 0142-159X (ISSN-L)
- 1466-187X
- OpenAlex
- W2002764780
- Cited by
- 3
- References
- 4
- Citations by year
- 2022: 2 · 2021: 1
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Medical Teacher (publishedVersion)
- Topics
- Social Sciences › Education › Problem and Project Based Learning
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Physical Sciences › Engineering › Biomedical Engineering › Biomedical and Engineering Education
- Keywords
- problem-based learning, internal medicine clerkship, medical education, student participation, curriculum change, clinical teaching
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