Imperial College London
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Professor Omar Usmani

Faculty of Medicine, National Heart & Lung Institute

Professor of Respiratory Medicine
 
 
 
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Contact

 

+44 (0)20 7351 8051o.usmani

 
 
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Location

 

Asthma LabSouth BlockRoyal Brompton Campus

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Summary

 

Publications

Citation

BibTex format

@article{James:2022:10.1186/s12909-022-03111-5,
author = {James, M and Madeira, Teixeira Baptista A and Barnabas, D and Sadza, A and Smith, S and Usmani, O and John, C},
doi = {10.1186/s12909-022-03111-5},
journal = {BMC Medical Education},
pages = {1--12},
title = {Collaborative case-based learning with programmatic team-based assessment: a novel methodology for developing advanced skills in early-years medical students},
url = {http://dx.doi.org/10.1186/s12909-022-03111-5},
volume = {22},
year = {2022}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - BackgroundImperial College London launched a new, spiral undergraduate medical curriculum in September 2019. Clinical & Scientific Integrative cases (CSI) is an innovative, flagship module, which uses pioneering methodology to provide early-years learning that [1] is patient-centred, [2] integrates clinical and scientific curriculum content, [3] develops advanced team-work skills and [4] provides engaging, student-driven learning. These aims are designed to produce medical graduates equipped to excel in a modern healthcare environment.MethodsCSI has adopted a novel educational approach which utilises contemporary digital resources to deliver a collaborative case-based learning (CBL) component, paired with a team-based learning (TBL) component that incorporates both learning and programmatic assessment. This paper serves to explore how first-year students experienced CSI in relation to its key aims, drawing upon quantitative and qualitative data from feedback surveys from CSI’s inaugural year. It provides a description and analysis of the module’s design, delivery, successes and challenges.ResultsOur findings indicate that CSI has been extremely well-received and that the majority of students agree that it met its aims. Survey outputs indicate success in integrating multiple elements of the curriculum, developing an early holistic approach towards patients, expediting the development of important team-working skills, and delivering authentic and challenging clinical problems, which our students found highly relevant. Challenges have included supporting students to adapt to a student-driven, deep learning approach.ConclusionsFirst-year students appear to have adopted a patient-centred outlook, the ability to integrate knowledge from across the curriculum, an appreciation for other team members and the self-efficacy to collaboratively tackle challenging, authentic clinical problems. Ultimately, CSI’s innovative design is attractive and pertinent t
AU  - James,M
AU  - Madeira,Teixeira Baptista A
AU  - Barnabas,D
AU  - Sadza,A
AU  - Smith,S
AU  - Usmani,O
AU  - John,C
DO  - 10.1186/s12909-022-03111-5
EP  - 12
PY  - 2022///
SN  - 1472-6920
SP  - 1
TI  - Collaborative case-based learning with programmatic team-based assessment: a novel methodology for developing advanced skills in early-years medical students
T2  - BMC Medical Education
UR  - http://dx.doi.org/10.1186/s12909-022-03111-5
UR  - https://link.springer.com/article/10.1186/s12909-022-03111-5
UR  - http://hdl.handle.net/10044/1/94077
VL  - 22
ER  -
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