Developing and evaluating ambulatory care: problem-based learning cases.

Evelyn T. Washington, James W. Tysinger, Laura M. Snell, Lawrence R. Palmer

Research output: Contribution to journalArticle

9 Scopus citations

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 languageEnglish (US)
Pages (from-to)136-141
Number of pages6
JournalMedical teacher
Volume25
Issue number2
DOIs
StatePublished - Mar 2003

ASJC Scopus subject areas

  • Education

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    Washington, E. T., Tysinger, J. W., Snell, L. M., & Palmer, L. R. (2003). Developing and evaluating ambulatory care: problem-based learning cases. Medical teacher, 25(2), 136-141. https://doi.org/10.1080/0142159031000092517