Abstract Manager

Dedicated Poster

LP9 - 05

Accept

I declare I have no actual or potential conflict of interest in relation to this program.

no

General Call (Workshop, Oral Presentation, Poster Presentation)

Poster

Education Research

Student

Optimizing Case-Based Learning: An evaluation of tutor and first year MD student perceptions of group size and format variations

In 2016, Case-based Learning (CBL) was integrated into the first two years of the University of Toronto's MD Program. Since then, iterative CBL delivery revisions have included variable CBL group sizes: small (8-10 students) and intermediate (46-60 students), and variable CBL formats: patient-narratives (detailed written dialogues between patients and medical students eliciting histories and physical exam findings) and case-reports (succinct patient history and physical examination summaries). First-year medical student and physician tutor experiences with these CBL formats and group sizes were explored to gain insight into their strengths and limitations for clinical skills training.

A mixed-methods evaluation approach using surveys, focus groups, and interviews was employed. Survey responses were reported as means and standard deviations. Descriptive thematic analysis was conducted for narrative data. Tutor and student focus group, survey, and interview data were triangulated.

Thirty-eight first-year medical students (14% response rate) and twelve physician tutors (15% response rate) completed surveys. Four student focus groups (n=28) were conducted. Three physician tutors participated in interviews. Students and tutors felt small-group CBL superseded intermediate-group CBL in fostering safe and engaging learning environments. Both groups appeared to benefit from combined CBL formats, recommended use of patient-narratives during early months of training, and highlighted the role of tutor continuity in fostering a safe and tailored learning environment.

Study results have useful implications for health profession education programs such as ours developing CBL curricula; recommendations can help promote safer and more effective CBL learning and teaching experience.

Case-based learning

Evaluations

Quality improvement

Undergraduate

Curriculum

Undergraduate

Yes

Yes

Yes

Yes

Yes