Does rote learning establish a better foundation for medical student education than case scenarios from the beginning?
Students often complain of lack of context in case scenario learning. They say it often only becomes clearer in later years.
Is there still an initial role for rote learning, to set a foundation and then to move to case studies?
What do colleagues think?
Regards
The basic facts can be e-programmed for self-testing. For every medical student, it is essential to see patients from the 'first hour'; real world learning is only possible by field work. Very important is the special teaching of scientific methodology (internal and external validation tools) for the medical profession (medical epistemology), where I do see a great lack of practical application and preparation. In addition, people skills are paramount.
The basic facts can be e-programmed for self-testing. For every medical student, it is essential to see patients from the 'first hour'; real world learning is only possible by field work. Very important is the special teaching of scientific methodology (internal and external validation tools) for the medical profession (medical epistemology), where I do see a great lack of practical application and preparation. In addition, people skills are paramount.
I agree with Stephen. Also remember that in medicine, each area of medicine has patients presenting with different levels of acuity of the same disease: from one extreme to the next including: dormant, chronic, slow burning, average, above average, raging, and the like.
There is no best teaching method by which students will learn. For as long as a certain strategy or technique allow emergence of learning, then that strategy or technique is best suited.
The current generation of students prefer innovative method of teaching like usage of video lectures and recorded lectures rather than powerpoint presentation. If using a powerpoint style of teaching (face to face), a good way to start any class would be to summarize a relevant real case and then go into the topic proper.
In one of my researches, video-based learning does not significantly affect conceptual understanding.
learning in real contexts is the most appropriate for this type of students, the experiences are taxed to the skills of graduates of this type of professionals.
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