Abstract
Medical educators have raised concerns about the quality of teaching and learning in busy ambulatory care settings. Problem-based learning (PBL), which allows students to learn to diagnose and manage common ambulatory care problems as they discuss patients away from the clinical setting, is one possible solution for addressing these concerns. This article describes a process for developing realistic and well-written PBL cases for an ambulatory care clerkship. The process details specific steps for writing and evaluating cases to ensure they contain relevant learning issues students often encounter in outpatient training sites. Faculty at other institutions can adapt this process to develop and evaluate PBL cases reflecting the common presenting problems and patient issues at their sites.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 136-141 |
| Number of pages | 6 |
| Journal | Medical Teacher |
| Volume | 25 |
| Issue number | 2 |
| State | Published - Mar 2003 |
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ASJC Scopus subject areas
- Nursing(all)
- Education
- Public Health, Environmental and Occupational Health
Cite this
Developing and evaluating ambulatory care : problem-based learning cases. / Washington, Evelyn T.; Tysinger, James W.; Snell, Laura M.; Palmer, Lawrence R.
In: Medical Teacher, Vol. 25, No. 2, 03.2003, p. 136-141.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Developing and evaluating ambulatory care
T2 - problem-based learning cases.
AU - Washington, Evelyn T.
AU - Tysinger, James W.
AU - Snell, Laura M.
AU - Palmer, Lawrence R.
PY - 2003/3
Y1 - 2003/3
N2 - Medical educators have raised concerns about the quality of teaching and learning in busy ambulatory care settings. Problem-based learning (PBL), which allows students to learn to diagnose and manage common ambulatory care problems as they discuss patients away from the clinical setting, is one possible solution for addressing these concerns. This article describes a process for developing realistic and well-written PBL cases for an ambulatory care clerkship. The process details specific steps for writing and evaluating cases to ensure they contain relevant learning issues students often encounter in outpatient training sites. Faculty at other institutions can adapt this process to develop and evaluate PBL cases reflecting the common presenting problems and patient issues at their sites.
AB - Medical educators have raised concerns about the quality of teaching and learning in busy ambulatory care settings. Problem-based learning (PBL), which allows students to learn to diagnose and manage common ambulatory care problems as they discuss patients away from the clinical setting, is one possible solution for addressing these concerns. This article describes a process for developing realistic and well-written PBL cases for an ambulatory care clerkship. The process details specific steps for writing and evaluating cases to ensure they contain relevant learning issues students often encounter in outpatient training sites. Faculty at other institutions can adapt this process to develop and evaluate PBL cases reflecting the common presenting problems and patient issues at their sites.
UR - http://www.scopus.com/inward/record.url?scp=0041922293&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0041922293&partnerID=8YFLogxK
M3 - Article
C2 - 12745520
AN - SCOPUS:0041922293
VL - 25
SP - 136
EP - 141
JO - Medical Teacher
JF - Medical Teacher
SN - 0142-159X
IS - 2
ER -