TY - JOUR
T1 - Curating a Case Catalog
T2 - Development and Implementation of a Process for Revising Small Group Teaching Cases for Pre-clerkship Medical Education
AU - Bruner, Lia Pierson
AU - Szymik, Brett
AU - House, Ellen
AU - Chappell, M. Tresa
AU - Teshager, Dina
AU - Baldwin, Amy
N1 - Funding Information:
The authors wish to thank Campus Associate Dean for Curriculum Andrew Morris, PhD, and Campus Dean Michelle Nuss, MD, who conceived of, created, and supported the Case Oversight Team at the AU/UGA Medical Partnership. The authors also wish to thank the previous and current Case Oversight Team members as well as other faculty for their work on the cases, Edwin Sperr, Jr., MLIS, for literature review assistance, Julie Gaines, MLIS, for review, Jennifer Stowe, MS, for artwork assistance, and three anonymous reviewers for helpful comments.
Publisher Copyright:
© 2022, The Author(s).
PY - 2023/2
Y1 - 2023/2
N2 - Small group, case-based learning (CBL) is an integral component of many pre-clerkship undergraduate medical education (UME) curricula. We report here an institutional process for curating a catalog of CBL cases utilized in a pre-clerkship curriculum, providing a practical guide for faculty. We describe the structured revision process conducted by a team of foundational and clinical science faculty, which incorporates student and faculty feedback. Revisions take into account core attributes of a case catalog, producing a collection of cases that are more relevant and instructional, realistic, challenging, consistent, current, diverse and inclusive, patient-centered, and mission-centered. Measurable outcomes after implementation of this process include increased focus on primary care as well as humanization and diversification of the case patients.
AB - Small group, case-based learning (CBL) is an integral component of many pre-clerkship undergraduate medical education (UME) curricula. We report here an institutional process for curating a catalog of CBL cases utilized in a pre-clerkship curriculum, providing a practical guide for faculty. We describe the structured revision process conducted by a team of foundational and clinical science faculty, which incorporates student and faculty feedback. Revisions take into account core attributes of a case catalog, producing a collection of cases that are more relevant and instructional, realistic, challenging, consistent, current, diverse and inclusive, patient-centered, and mission-centered. Measurable outcomes after implementation of this process include increased focus on primary care as well as humanization and diversification of the case patients.
KW - Case revision
KW - Case-based learning
KW - Diversity and inclusion
KW - Patient-centered
KW - Undergraduate medical education
UR - http://www.scopus.com/inward/record.url?scp=85143546560&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85143546560&partnerID=8YFLogxK
U2 - 10.1007/s40670-022-01681-z
DO - 10.1007/s40670-022-01681-z
M3 - Article
AN - SCOPUS:85143546560
SN - 2156-8650
VL - 33
SP - 215
EP - 222
JO - Medical Science Educator
JF - Medical Science Educator
IS - 1
ER -