• Dragan Jovanovic, Tatjana Gazibara, Ranjan Solanki, Caleb Ackermann, and Emily Satkovich.
• Trinity Medical Sciences University, Saint Vincent and The Grenadines campus, Alpharetta, GA, USA. djovanovic@trinityschoolofmedicine.org.
• Ir J Med Sci. 2020 Feb 1; 189 (1): 373-379.

BackgroundIntegrating theoretical and practical knowledge and stimulating students' active learning is the most important task of modern and high-quality healthcare education. By analyzing clinical cases, undergraduate medical students are trained to make accurate diagnoses, to choose appropriate therapy based on laboratory results and on adequate diagnostic tests.AimTo examine the effect of clinical cases presentations on short-term memory as well as on the student's and teachers' evaluation of this method of teaching and learning in undergraduate medical studies.MethodsA total of 107 students in term 4 and term 5 enrolled in Trinity Medical Sciences University in St. Vincent and the Grenadines participated in this cross-sectional study. At the end of the semester, the students and the faculty were asked to complete a survey to assess their perception of case presentations (10 items, 4-point Likert-type scale, strongly agree to strongly disagree). The results of pre- and post-presentation quizzes were evaluated using the Wilcoxon signed rank test for paired samples.ResultsTerm 4 and term 5 students significantly improved their achievement after intervention (Wilcoxon test Z = - 11.282, p < 0.001, and Wilcoxon test Z = - 10.167, p < 0.001, respectively). The analysis of progress among low- and high-performance students in both terms showed a significant increase in performance. Overall, median students' and teachers' attitude scores were positive.ConclusionClinical case presentation has a learning potential and facilitates positive interaction between instructors and students and supporting students to become reflective and competent physicians.

14 keywords...

hide…