Utilization of case presentations in medical microbiology to enhance relevance of basic science for medical students
Background : Small-group case presentation exercises (CPs) were created to increase course relevance for medical students taking Medical Microbiology (MM) and Infectious Diseases (ID) Methods : Each student received a unique paper case and had 10 minutes to review patient history, physical exam data...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2012-03-01
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| Series: | Medical Education Online |
| Subjects: | |
| Online Access: | http://med-ed-online.net/index.php/meo/article/view/15943/pdf_1 |
| _version_ | 1811304724721303552 |
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| author | Neal R. Chamberlain Melissa K. Stuart Vineet K. Singh Neil J. Sargentini |
| author_facet | Neal R. Chamberlain Melissa K. Stuart Vineet K. Singh Neil J. Sargentini |
| author_sort | Neal R. Chamberlain |
| collection | DOAJ |
| description | Background : Small-group case presentation exercises (CPs) were created to increase course relevance for medical students taking Medical Microbiology (MM) and Infectious Diseases (ID) Methods : Each student received a unique paper case and had 10 minutes to review patient history, physical exam data, and laboratory data. Students then had three minutes to orally present their case and defend why they ruled in or out each of the answer choices provided, followed by an additional three minutes to answer questions. Results : Exam scores differed significantly between students who received the traditional lecture-laboratory curriculum (Group I) and students who participated in the CPs (Group II). In MM, median unit exam and final exam scores for Group I students were 84.4% and 77.8%, compared to 86.0% and 82.2% for Group II students (P < 0.018; P < 0.001; Mann-Whitney Rank Sum Test). Median unit and final ID exam scores for Group I students were 84.0% and 80.0%, compared to 88.0% and 86.7% for Group II students (P < 0.001; P < 0.001). Conclusion : Students felt that the CPs improved their critical thinking and presentation skills and helped to prepare them as future physicians. |
| first_indexed | 2024-04-13T08:12:30Z |
| format | Article |
| id | doaj.art-6543447dc43e4140ba5fe64826c946d7 |
| institution | Directory Open Access Journal |
| issn | 1087-2981 |
| language | English |
| last_indexed | 2024-04-13T08:12:30Z |
| publishDate | 2012-03-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Medical Education Online |
| spelling | doaj.art-6543447dc43e4140ba5fe64826c946d72022-12-22T02:54:54ZengTaylor & Francis GroupMedical Education Online1087-29812012-03-011701710.3402/meo.v17i0.15943Utilization of case presentations in medical microbiology to enhance relevance of basic science for medical studentsNeal R. ChamberlainMelissa K. StuartVineet K. SinghNeil J. SargentiniBackground : Small-group case presentation exercises (CPs) were created to increase course relevance for medical students taking Medical Microbiology (MM) and Infectious Diseases (ID) Methods : Each student received a unique paper case and had 10 minutes to review patient history, physical exam data, and laboratory data. Students then had three minutes to orally present their case and defend why they ruled in or out each of the answer choices provided, followed by an additional three minutes to answer questions. Results : Exam scores differed significantly between students who received the traditional lecture-laboratory curriculum (Group I) and students who participated in the CPs (Group II). In MM, median unit exam and final exam scores for Group I students were 84.4% and 77.8%, compared to 86.0% and 82.2% for Group II students (P < 0.018; P < 0.001; Mann-Whitney Rank Sum Test). Median unit and final ID exam scores for Group I students were 84.0% and 80.0%, compared to 88.0% and 86.7% for Group II students (P < 0.001; P < 0.001). Conclusion : Students felt that the CPs improved their critical thinking and presentation skills and helped to prepare them as future physicians.http://med-ed-online.net/index.php/meo/article/view/15943/pdf_1microbiologycase presentationscritical thinkingbasic science |
| spellingShingle | Neal R. Chamberlain Melissa K. Stuart Vineet K. Singh Neil J. Sargentini Utilization of case presentations in medical microbiology to enhance relevance of basic science for medical students Medical Education Online microbiology case presentations critical thinking basic science |
| title | Utilization of case presentations in medical microbiology to enhance relevance of basic science for medical students |
| title_full | Utilization of case presentations in medical microbiology to enhance relevance of basic science for medical students |
| title_fullStr | Utilization of case presentations in medical microbiology to enhance relevance of basic science for medical students |
| title_full_unstemmed | Utilization of case presentations in medical microbiology to enhance relevance of basic science for medical students |
| title_short | Utilization of case presentations in medical microbiology to enhance relevance of basic science for medical students |
| title_sort | utilization of case presentations in medical microbiology to enhance relevance of basic science for medical students |
| topic | microbiology case presentations critical thinking basic science |
| url | http://med-ed-online.net/index.php/meo/article/view/15943/pdf_1 |
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