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Self‐directed, integrated clinical learning through a sign‐up system
Author(s) -
Foster Mark,
Dornan Tim
Publication year - 2003
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1046/j.1365-2923.2003.01554.x
Subject(s) - sign (mathematics) , curriculum , medical education , sign system , psychology , integrated learning , medicine , pedagogy , engineering , communication , mathematical analysis , work (physics) , mechanical engineering , mathematics
Aim To help students in a self‐directed, problem‐based learning (PBL) curriculum learn from a breadth of hospital experience. Methods Clinical units were asked to identify what clinical activities they could make available to interested students on a ‘first‐come, first‐served’ basis. A centralised, electronic system was developed that allowed students to book a fair, but not excessive, share of those learning opportunities. This web‐based programme evolved into a comprehensive timetabling system that managed activities for whole classes of students as well as ‘sign‐ups’ booked by individuals. Results The sign‐up system offered 1792 hours/week, or 6 hours/student/week, to the hospital's 291 students of learning opportunities additional to firm‐based teaching and learning. There were sign‐ups in all major specialties and they included rounds, clinics, theatre/investigation sessions and conferences. Students accessed the system as commonly from outside the hospital as within it, and used it to view their timetables as well as to book learning opportunities. The system was used particularly heavily when examinations were imminent, indicating that students found it supportive to their learning. Conclusions We have developed an innovative way of providing experience that is relevant to problem‐based, integrative clinical education. Students, as judged by their heavy use of it, value the system.