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Case writing in medical education: A study at Harvard Medical School.

机译：医学教育中的案例写作：哈佛医学院的一项研究。

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摘要

Among the variety of teaching methods available to medical educators, a promising innovation is the case method. The case method is part of what is often referred to in medical education as "problem-based learning": a case presents written information for students to analyze as they attempt to understand specific problems presented in the case. Case development and writing are essential components of problem-based learning. The case writing process has a major influence on the content and form of cases.;In this dissertation twenty-two case writers at the Harvard Medical School were interviewed, and the data were used to understand how cases were developed and written. The results showed that cases were written about patients, and generally a topic for a case was selected by a group of people who planned the course and selected case writers. The writers chose cases based on their personal and professional experiences. Two types of cases were written: real and hypothetical. Each case had one main theme and red herrings were included in some cases for more advanced students and were generally excluded for beginning students.;For real cases, the writers primarily drew data from their own memory, although they sometimes used physician notes, current references, and medical records of real patients. Most said they could write real cases without any altered data effectively and easily from their memory of their experiences. Cases began with case content as it appeared from their history when the patient had the first symptom related to their disease. Cases were generally short, from three to five pages in length. All the case writers mentioned similar characteristics of good cases. Case writers who had tutored said they thought the experience of having been a tutor allowed them to have a better understanding of the audience and the case use, which in turn affected their case development and writing.;Two recommendations were suggested. First, that case writers in medical education should work as a tutor at least once, or observe a tutorial. Second, cases should be evaluated and revised after their first use and then be repeatedly evaluated at set intervals.
机译：在医学教育者可用的各种教学方法中，案例方法是一种很有前途的创新。案例方法是医学教育中通常所说的“基于问题的学习”的一部分：案例提供了书面信息，供学生在试图理解案例中出现的具体问题时进行分析。案例开发和写作是基于问题的学习的重要组成部分。案例编写过程对案例的内容和形式有重要影响。本论文采访了哈佛医学院的22名案例作家，并利用数据了解了案例的开发和编写方式。结果表明，案例是针对患者编写的，并且通常由计划课程的人员和选定的案例作者来选择案例的主题。作者根据个人和专业经验选择案例。记录了两种类型的案例：真实案例和假设案例。每个案例都有一个主要主题，对于某些高级学生，某些情况下会包括红色鲱鱼，对于入门生来说，通常不包括这些鲱鱼。对于真实案例，作者主要是从他们自己的记忆中提取数据，尽管有时会使用医生的笔记，当前参考资料以及真实患者的病历。多数人说，他们可以根据自己的经验，在不更改任何数据的情况下有效，轻松地编写真实案例。病例始于病例内容，从患者历史上首次出现与其疾病相关的症状开始。案件通常很短，从三页到五页不等。所有案例作者都提到了良好案例的相似特征。曾辅导过的案例作家说，他们认为当辅导老师的经历使他们对听众和案例的使用有了更好的了解，进而影响了他们的案例开发和写作。提出了两个建议。首先，医学教育中的案例撰写者应该至少担任导师一次，或者遵守教程。其次，案例在首次使用后应进行评估和修订，然后以设定的时间间隔反复进行评估。

著录项

  • 作者

    Hafler, Janet Palmer.;

  • 作者单位

    Harvard University.;

  • 授予单位 Harvard University.;
  • 学科 Education Higher.;Health Sciences Education.
  • 学位 Ed.D.
  • 年度 1989
  • 页码 128 p.
  • 总页数 128
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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