Academic Psychiatry 24:202-208, December 2000
© 2000 Academic Psychiatry
Patient-Based Teaching
A Clinical Instructional Method for Large Classrooms
Nutan Atre-Vaidya, M.D. and
Michael Alan Taylor, M.D.
Dr. Atre-Vaidya is Associate Professor, Vice Chair, and Director of Medical Student Education, and Dr. Taylor is Professor, Department of Psychiatry and Behavioral Sciences, Finch University of Health Sciences/The Chicago Medical School, N. Chicago, IL. Address reprint requests to Dr. Atre-Vaidya, 3333 Green Bay Road, N. Chicago, IL 60064.
Recently, medical schools have begun increasing the amount of problem-based teaching, which gives students the opportunity to apply a database in a simulated clinical setting. This exercise helps them incorporate principles of diagnosis and treatment into their procedural memory. Although problem-based teaching has great educational benefits, it poses a unique challenge. It is extremely labor-intensive, because until now it has been assumed that patient-based teaching can only be done in small groups, requiring a large number of faculty to moderate group seminars. In today's economic climate, with difficulty in recruiting sufficient faculty, having an alternative to small-group teaching has potential advantages. Here, the authors describe the process of developing principles of problem-based teaching from small groups into an instructional method for a large-group setting for a large clinical neuroscience course using patient-based sessions.
Key Words: Patient-Based Curriculum • New Teaching Approaches
This article has been cited by other articles:
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F. S. Sierles
The Association of Directors of Medical Student Education in Psychiatry
Acad Psychiatry,
April 1, 2007;
31(2):
107 - 109.
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