Curriculum renewal and a process of care curriculum for teaching clerkship students

John Rogers, Joyce Dains, Jane Corboy, Tai Chang

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

Background and Objectives: A school-wide curriculum renewal led to a new clerkship curriculum that teaches core family practice competencies by focusing on the process of care in generalist practice. The organizing framework consists of five prototypic visits and their encounter tasks: 1) new problem visit, 2) checkup visit, 3) chronic illness visit, 4) psychosocial problem visit, and 5) behavioral change visit. Methods: The seminars occur at the beginning of the rotation and use active learning techniques. Evaluation includes student perceptions of the seminars and teachers and student performance on a clinical performance examination (CPX). Results: Students rated the usefulness of the seminars and the seminar leaders' teaching behaviors favorably. The CPX checklist scores showed that students could perform most of the behaviors expected for each prototypic visit. The students listed the appropriate encounter tasks nearly half of the time when describing what tasks they tried to accomplish during the CPX cases. The students listed concrete behaviors just over 50% of the time. Conclusions: The students learned the material presented in the seminars and applied it during the CPX. Students can do most of the behaviors but do not seem to describe the tasks as abstractly as faculty. These results come from one class cohort in one medical school, so the generalizability is limited until further work; including other learners, confirms these findings.

Original languageEnglish (US)
Pages (from-to)391-397
Number of pages7
JournalFamily Medicine
Volume31
Issue number6
StatePublished - Jun 1999
Externally publishedYes

Fingerprint

Curriculum
Teaching
Students
Problem-Based Learning
Family Practice
Checklist
Medical Schools
Chronic Disease

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health

Cite this

Rogers, J., Dains, J., Corboy, J., & Chang, T. (1999). Curriculum renewal and a process of care curriculum for teaching clerkship students. Family Medicine, 31(6), 391-397.

Curriculum renewal and a process of care curriculum for teaching clerkship students. / Rogers, John; Dains, Joyce; Corboy, Jane; Chang, Tai.

In: Family Medicine, Vol. 31, No. 6, 06.1999, p. 391-397.

Research output: Contribution to journalArticle

Rogers, J, Dains, J, Corboy, J & Chang, T 1999, 'Curriculum renewal and a process of care curriculum for teaching clerkship students', Family Medicine, vol. 31, no. 6, pp. 391-397.
Rogers, John ; Dains, Joyce ; Corboy, Jane ; Chang, Tai. / Curriculum renewal and a process of care curriculum for teaching clerkship students. In: Family Medicine. 1999 ; Vol. 31, No. 6. pp. 391-397.
@article{e56832a3b5594da3a2c38ca427c2558b,
title = "Curriculum renewal and a process of care curriculum for teaching clerkship students",
abstract = "Background and Objectives: A school-wide curriculum renewal led to a new clerkship curriculum that teaches core family practice competencies by focusing on the process of care in generalist practice. The organizing framework consists of five prototypic visits and their encounter tasks: 1) new problem visit, 2) checkup visit, 3) chronic illness visit, 4) psychosocial problem visit, and 5) behavioral change visit. Methods: The seminars occur at the beginning of the rotation and use active learning techniques. Evaluation includes student perceptions of the seminars and teachers and student performance on a clinical performance examination (CPX). Results: Students rated the usefulness of the seminars and the seminar leaders' teaching behaviors favorably. The CPX checklist scores showed that students could perform most of the behaviors expected for each prototypic visit. The students listed the appropriate encounter tasks nearly half of the time when describing what tasks they tried to accomplish during the CPX cases. The students listed concrete behaviors just over 50{\%} of the time. Conclusions: The students learned the material presented in the seminars and applied it during the CPX. Students can do most of the behaviors but do not seem to describe the tasks as abstractly as faculty. These results come from one class cohort in one medical school, so the generalizability is limited until further work; including other learners, confirms these findings.",
author = "John Rogers and Joyce Dains and Jane Corboy and Tai Chang",
year = "1999",
month = "6",
language = "English (US)",
volume = "31",
pages = "391--397",
journal = "Family Medicine",
issn = "0742-3225",
publisher = "Society of Teachers of Family Medicine",
number = "6",

}

TY - JOUR

T1 - Curriculum renewal and a process of care curriculum for teaching clerkship students

AU - Rogers, John

AU - Dains, Joyce

AU - Corboy, Jane

AU - Chang, Tai

PY - 1999/6

Y1 - 1999/6

N2 - Background and Objectives: A school-wide curriculum renewal led to a new clerkship curriculum that teaches core family practice competencies by focusing on the process of care in generalist practice. The organizing framework consists of five prototypic visits and their encounter tasks: 1) new problem visit, 2) checkup visit, 3) chronic illness visit, 4) psychosocial problem visit, and 5) behavioral change visit. Methods: The seminars occur at the beginning of the rotation and use active learning techniques. Evaluation includes student perceptions of the seminars and teachers and student performance on a clinical performance examination (CPX). Results: Students rated the usefulness of the seminars and the seminar leaders' teaching behaviors favorably. The CPX checklist scores showed that students could perform most of the behaviors expected for each prototypic visit. The students listed the appropriate encounter tasks nearly half of the time when describing what tasks they tried to accomplish during the CPX cases. The students listed concrete behaviors just over 50% of the time. Conclusions: The students learned the material presented in the seminars and applied it during the CPX. Students can do most of the behaviors but do not seem to describe the tasks as abstractly as faculty. These results come from one class cohort in one medical school, so the generalizability is limited until further work; including other learners, confirms these findings.

AB - Background and Objectives: A school-wide curriculum renewal led to a new clerkship curriculum that teaches core family practice competencies by focusing on the process of care in generalist practice. The organizing framework consists of five prototypic visits and their encounter tasks: 1) new problem visit, 2) checkup visit, 3) chronic illness visit, 4) psychosocial problem visit, and 5) behavioral change visit. Methods: The seminars occur at the beginning of the rotation and use active learning techniques. Evaluation includes student perceptions of the seminars and teachers and student performance on a clinical performance examination (CPX). Results: Students rated the usefulness of the seminars and the seminar leaders' teaching behaviors favorably. The CPX checklist scores showed that students could perform most of the behaviors expected for each prototypic visit. The students listed the appropriate encounter tasks nearly half of the time when describing what tasks they tried to accomplish during the CPX cases. The students listed concrete behaviors just over 50% of the time. Conclusions: The students learned the material presented in the seminars and applied it during the CPX. Students can do most of the behaviors but do not seem to describe the tasks as abstractly as faculty. These results come from one class cohort in one medical school, so the generalizability is limited until further work; including other learners, confirms these findings.

UR - http://www.scopus.com/inward/record.url?scp=0033038497&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0033038497&partnerID=8YFLogxK

M3 - Article

C2 - 10367202

AN - SCOPUS:0033038497

VL - 31

SP - 391

EP - 397

JO - Family Medicine

JF - Family Medicine

SN - 0742-3225

IS - 6

ER -