Chapter

The introduction of real (ambulatory) patients early in the curriculum

Agnes Diemers, Erik Heineman and Diana Dolmans

in Lessons from Problem-based Learning

Published in print August 2010 | ISBN: 9780199583447
Published online September 2010 | e-ISBN: 9780191594519 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780199583447.003.0008
The introduction of real (ambulatory) patients early in the curriculum

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This chapter discusses how real patients are included in Maastricht's problem-based learning (PBL) curriculum. Programme evaluation data reveal that students are highly satisfied with the real patient encounters as the starting point for learning in PBL. Students say their learning benefits from these contacts. The patient encounters are discussed adequately during the reporting phase according to the students and they think integration of theory and practice is actually promoted by this experience. Results from focus group studies show that students feel motivated by the real patient contacts and think they help them to understand the impact of illness on patients' lives, enhance their professional socialization process, and leads to improved acquisition and retention of knowledge.

Keywords: PBL; Maastricht University; medical education; reporting ohase; illness; real patients

Chapter.  3879 words.  Illustrated.

Subjects: Public Health and Epidemiology

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