Student Assessment of an Innovative Approach to Medical Education
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Inductive reasoning via the Clinical Presentation (CP) Model is an innovative approach to medical education delivery. Moving the locus of training from the medical school campus to a community health center (CHC) or CHC-affiliated site for the second, third, and fourth year is equally innovative.
We investigated student impressions of the CP Curriculum, inductive reasoning process and the early contextual learning experience. An electronic survey of 10 questions was sent to 194 third and fourth year SOMA students. Of the 194 registered students, 146 (75.3%) responded.
Greater than 80% of all respondents rated their experience at the contextual learning campuses as having a positive impact on their ability to perform in their clerkship years. The majority of students (60.3%) rated their level of understanding of the CP Model highly as well as their understanding of how to actually use the CP Model to arrive at a diagnosis (50.7%). Respondents rated their perceptions of their understanding of inductive vs. deductive reasoning with less confidence (39.0%).
Overall, student assessment of the CP Curriculum and early clinical experiences was positive. Third year students rated the CP Model higher than their fourth year counterparts as a positive method to organize and learn medical knowledge. The majority of students reported some degree of adjustment period regarding communicating the CP Model to their trainers.
KeywordsClinical Presentation Curriculum Contextual Learning Distance Learning Community Medicine Medically Underserved Population Inductive Reasoning
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