Imperial College London
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DrElizabethMuir

Faculty of Medicine, School of Public Health

Clinical Senior Lecturer
 
 
 
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Contact

 

e.muir

 
 
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Location

 

Reynolds BuildingCharing Cross Campus

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Summary

 

Publications

Citation

BibTex format

@article{Idowu:2016:10.1177/2054270415622776,
author = {Idowu, Y and Muir, E and Easton, G},
doi = {10.1177/2054270415622776},
journal = {JRSM Open},
title = {Problem-based learning case writing by students based on early years clinical attachments: a focus group evaluation.},
url = {http://dx.doi.org/10.1177/2054270415622776},
volume = {7},
year = {2016}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - OBJECTIVES: To evaluate the perception of medical students of the new approach to problem-based learning which involves students writing their own problem-based learning cases based on their recent clinical attachment, and team assessment. DESIGN: Focus group interviews with students using purposive sampling. Transcripts of the audio recordings were analysed using thematic analysis. SETTING: Imperial College School of Medicine, London. PARTICIPANTS: Medical students in the second year of the MBBS course, who attended the problem-based learning case writing session. MAIN OUTCOME MEASURES: To elicit the students' views about problem-based learning case writing and team assessment. RESULTS: The following broad themes emerged: effect of group dynamics on the process; importance of defining the tutor's role; role of summative assessment; feedback as a learning tool and the skills developed during the process. CONCLUSIONS: Overall the students found the new approach, writing problem-based learning cases based on patients seen during their clinical attachments, useful in helping them to gain a better understanding about the problem-based learning process, promoting creativity and reinforcing the importance of team work and peer assessment which are vital professional skills. Further tutor development and guidance for students about the new approach was found to be important in ensuring it is a good learning experience. We hope this evaluation will be of use to other institutions considering introducing students' case writing to problem-based learning.
AU  - Idowu,Y
AU  - Muir,E
AU  - Easton,G
DO  - 10.1177/2054270415622776
PY  - 2016///
SN  - 2054-2704
TI  - Problem-based learning case writing by students based on early years clinical attachments: a focus group evaluation.
T2  - JRSM Open
UR  - http://dx.doi.org/10.1177/2054270415622776
UR  - http://www.ncbi.nlm.nih.gov/pubmed/26981255
UR  - http://hdl.handle.net/10044/1/30877
VL  - 7
ER  -
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