Interactive Case-based Learning Research Articles

Interactive case-based learning modules for asynchronous dental education.

Interactive case-based learning modules for asynchronous dental education.

Climate Change as a Social Determinant of Health: An Interactive Case-Based Learning Activity.

Despite consensus on climate change's impact on humans, medical schools have not widely adopted inclusion of environmental topics into their mandatory curriculum. This educational activity explicitly addresses climate change as one of the environmental determinants of health (EDH). We developed a required, 1-hour module for all first-year medical students. This interactive, case-based, small-group activity was incorporated into a curriculum within an advising program but could be run independently. Before and after the session, participants completed evaluations assessing knowledge gains and attitude shifts. Of 183 first-year students, 155 completed both pre- and postmodule surveys. Participants' rating increased on the postmodule survey item "priority should be given to the discussion of EDH in medical education." The Wilcoxon signed rank test determined this difference in priority was statistically significant (p < .001). Reported strengths of this activity included the cases, informative content on EDH, the video, the discussion, and highlighted EDH resources. Suggested areas for improvement included more information on how to apply concepts to clinical contexts, guidance on how to engage in EDH concepts, and more discussion time. As a result of the module, students planned to engage in recycling, reduced consumption, advocacy, and changes to mode of transportation. Climate change remains the greatest global threat to human health, and future physicians must be equipped to educate patients and policymakers on the harms of environmental hazards. This brief yet effective module offers one approach to incorporating this topic into medical school curricula.

Incorporation of fellow-driven, interactive case-based discussions to improve fellowship education in a new fellowship program.

e23001 Background: Evidence-based education is crucial for meeting the evolving needs of learners in the oncology workforce. In this new virtual era, engagement of trainees in educational presentations has become increasingly difficult and reaping the benefits of a conventional didactic learning environment is challenging. Case-based learning is a relatively newer modality that is being used more commonly in teaching programs. In this study, we aimed to incorporate a novel, interactive case-based learning paradigm to improve fundamental knowledge and engagement among oncology trainees. Methods: We conducted six case conferences over 6 months. The case conferences were designed to encourage open discussion of real-life oncology cases. A faculty expert and specific topics were assigned to the presenters: colon, breast, gastric, hepatocellular (HCC), prostate, and non-small cell lung (NSCLC) cancer. Guidelines on the preparation of the case presentation were provided with 5 main pillars: specific staging/workup, first-line management with a landmark trial, second-line management, case-specific challenges, and mechanism of action and monitoring parameters for discussed drugs. Fellows completed a pre- and post-conference survey that assessed their perceived comfort level with the topic, quality of the presentation (post-conference) utilizing the 1–5 Likert scale (5 being extremely satisfied/comfortable), and test questions. Results: Nearly all of the 6 fellows responded to all surveys. The table shows the mean scores given by fellows on the surveys using the Likert scale and the percentage of test questions answered correctly. Overall, the fellows felt that the case conferences were a worthwhile experience. When comparing pre- and post-conference questions, the percentage of test questions correct overall improved for 5 of 6 conferences. Conclusions: The results of our study could have implications for the curriculum planning of hematology/oncology fellowships. [Table: see text]

Blended Learning Technologies in Dental Education: A case study in orofacial pain

Blended learning in pain education is an effective teaching method to help learners grasp complex didactic and clinical topics. In this report, four educational strategies are examined that were successfully utilized to teach a postgraduate dental orofacial pain course. These strategies included using virtual presentations, hands-on training, virtual interactive case-based learning, and student created multimedia and peer-to-peer feedback.

Patient-Centered, Case-Based Education in Radiology: an Interactive Module Following a Patient Through Their Disease Course from an Imaging Perspective.

The online version contains supplementary material available at 10.1007/s40670-021-01441-5.

Choosing Non-Malignant Hematologic Care Wisely: An Educational Pilot Study for Internal Medicine Residents

Introduction: Choosing Wisely ® (CW ®)is an initiative of the American Board of Internal Medicine Foundation created to guide the selection of care that is 1) supported by evidence, 2) not duplicative, 3) free from harm, and 4) truly necessary. Between 2013-14, the American Society of Hematology (ASH) published 10 recommendations in accordance with CW ® principles relevant to hematologic care. Previous studies have demonstrated that clinical exposure to non-malignant hematology (NMH) improves trainee understanding of evidence-based, cost effective care as outlined by ASH CW ®. However, dedicated clinical rotations in NMH for internal medicine (IM) residents are not consistently available. Therefore, we created a condensed educational curricular experience using a small group, case-based structure designed to teach the fundamentals of ASH CW ® in NMH to first year IM residents. With a pilot of 6 sessions, we investigated resident baseline knowledge, evaluated the curricular session, and assessed knowledge retention.Methods: The educational intervention focused on 3 content areas in ASH CW ®: venous thromboembolism (VTE), heparin-induced thrombocytopenia (HIT), and sickle cell disease (SCD) (Table 1). Participants included 21 first year IM residents at a large academic medical center. A 1-hour small group teaching session was scheduled monthly as an assigned didactic for the 2020-21 academic year. A total of 6 sessions were provided, and each session had 2-4 residents assigned. The first 4 sessions were in-person and the final 2 were virtual due to the COVID-19 pandemic. The first author was the instructor at all sessions.To assess baseline knowledge of the 3 content areas, participants completed an online assessment with 5 case-based multiple-choice questions at the beginning of the session. The instructor then guided participants to again complete the questionnaire together, now using internet access via a personal computer and a recommended list of online resources, including ASH Clinical Practice Guidelines and Pocket Guides. The instructor then led discussion on how each correct answer or guideline recommendation achieves the 4 CW ® principles. At the conclusion of the session, participants completed an online survey to evaluate the educational intervention using a modified Likert scale. To assess knowledge retention, participants received the original online multiple-choice assessment by email 3 months later.Results: All participants (21/21, 100%) completed the baseline knowledge assessment. The average number of questions correct out of 5 total was 3.3 (67%), with a range of correct answers from 1 to 5. Table 2 includes the content area of each question and the number of correct responses. The question with the lowest total correct (9/21, 43%) addressed the use of transfusion in an uncomplicated pain crisis in SCD.Seventeen participants (81%) completed the curricular evaluation. All respondents (17/17, 100%) either agreed or strongly agreed 1) that the session filled a gap in their NMH training and 2) that they learned something that would change their clinical practice. Only 1 participant (5%) reported completing a rotation in NMH prior to the session.Six participants (29%) completed the repeat knowledge assessment at 3 months. All respondents (100%) achieved a perfect score on the multiple choice questions. When asked if the knowledge gained had influenced their clinical practice, 3 (50%) strongly agreed, 2 (33%) agreed, 1 (17%) was neutral, and none disagreed or strongly disagreed.Conclusion: Our results demonstrate a successful educational pilot to improve the knowledge of ASH CW ® initiatives in NMH for first year IM residents using small group interactive case-based learning. Participants were overwhelmingly receptive to this intervention, expressed high satisfaction and confirmed that the session positively influenced their clinical practice. Although participation in the repeat assessment of knowledge was limited, those that did participate demonstrated high knowledge retention. We intend to expand this pilot initiative by providing the educational session for all incoming IM residents at our institution. We then plan to assess its impact on clinical practice (i.e. use of transfusion in SCD, use of thrombophilia testing, documentation of 4Ts score calculation) to apply the principles of ASH CW ® for improved patient care. [Display omitted] DisclosuresNo relevant conflicts of interest to declare.

Evolution of pathology teaching for MBBS students during COVID-19 pandemic lockdown: Moving from a real to a virtual classroom.

The COVID-19 pandemic lockdown has forced university hospitals to forego traditional classes and embrace online teaching platforms as the sole modality of medical education. Herein, we describe our experience of shifting from the arena of a real to a virtual classroom during the lockdown phase. Materials and. The institutional subscription of G-suite was used for creating a virtual Google classroom. Google Calendar, Google Meet, and Google Forms were used for notification of schedules, conducting theory and practical classes, and conducting assessments, respectively. The learner-centric SNAPPS model was adapted for an interactive case-based learning (CBL) program using multimedia tools. Students' perspective on online education was assessed based on their responses to a validated questionnaire. The conduction of online classes, particularly the live practical classes and the CBL program got the maximum affirmative (up to 85%) responses. Students of the same batch also performed better in a test following the online CBL (77.03% vs 73.3%, P = 0.03, paired t-test statistically significant) compared to a test before it. However, access to laptops and poor Internet connectivity were significant causes of concern for nearly 40% of students. The use of virtual classroom has proved to be an efficient method for continuing teaching of Pathology to MBBS students in times of lockdown when face-to-face conventional teaching was not possible. The experience indicated that in the future a judicious mixture of traditional and online classes may be a more effective educational design for teaching Pathology to MBBS students.

Pharmacologic Management and Treatment of Osteoporosis: A Small Group Case‐Based Learning Activity

Background: An estimated 50% of women and 20% of men over age 50 will suffer an osteoporosis-related fracture. Because osteoporosis is the most common bone disease in the world, osteoporosis-related pharmacology should be prioritized in medical education. Nevertheless, the AAMC has voiced concerns that medical schools may not provide adequate instruction on musculoskeletal medicine, particularly osteoporosis. We enhanced osteoporosis education in the preclinical curriculum through an interactive case-based learning session. Methods: To supplement in-class didactics during the second year Musculoskeletal Medicine course, all students (CO 2018, n=121) participated in a small group case-based session designed to address osteoporosis management and treatment. Groups of ten students worked with a single faculty facilitator. The 120-minute session integrated knowledge of osteoporosis pharmacology including indications for pharmacologic treatment, mechanisms of action, major adverse effects, and safe prescribing practices. Pharmacology knowledge acquisition was assessed by student performance on five session-related pharmacology multiple choice questions (MCQs) included on the internally developed final course exam. Student satisfaction was assessed by voluntary response to an anonymous post-session survey. This study was reviewed and deemed exempt by the FIU IRB. Results: Average student performance on the five session-relevant final exam MCQs was 94% (SD 0.04). 88.4% of students (n=107) responded to the anonymous post-session survey. On a 5-point Likert scale (Strongly Disagree – Strongly Agree), 101 of 107 students (94%) agreed or strongly agreed with the statement, “The basic science-clinical combination lecture on osteoporosis followed by the small group case discussion on osteoporosis prepared me adequately to understand the topic” (mean 4.56, SD 0.63). Conclusion: The implemented case session provided a framework for the application of pharmacologic concepts related to the treatment and management of osteoporosis. Students performed well on session-relevant pharmacologic exam questions, demonstrating competency in the objectives. Student satisfaction with the session was found to be high, with most students feeling well prepared. Case-based learning is a valuable and favorably regarded strategy to teach the pharmacologic management and treatment of osteoporosis.

Bone Health TeleECHO: a Force Multiplier to Improve the Care of Skeletal Diseases in Underserved Communities.

This review describes the global development of a model of technology-enabled collaborative learning for healthcare professionals called Project ECHO (Extension for Community Healthcare Outcomes) and its applications for the management of patients with skeletal diseases. The prototype Bone Health TeleECHO was established in 2015, with others now operational in the USA and other countries, and more expected to follow soon. Each teleECHO program, in the right language and convenient time zone, provides a virtual community of practice for healthcare professionals to benefit from real-time interactive case-based learning and brief didactic presentations on topics of interest. Bone Health TeleECHO elevates the level of knowledge of participants and improves self-confidence in managing patients with skeletal diseases. The development of many teleECHO programs worldwide serves as a force multiplier, with the potential to narrow the osteoporosis treatment gap and enhance the effectiveness of fracture liaison services.

ICBLS: An interactive case-based learning system for medical education

Medical students should be able to actively apply clinical reasoning skills to further their interpretative, diagnostic, and treatment skills in a non-obtrusive and scalable way. Case-Based Learning (CBL) approach has been receiving attention in medical education as it is a student-centered teaching methodology that exposes students to real-world scenarios that need to be solved using their reasoning skills and existing theoretical knowledge. In this paper, we propose an interactive CBL System, called iCBLS, which supports the development of collaborative clinical reasoning skills for medical students in an online environment. The iCBLS consists of three modules: (i) system administration (SA), (ii) clinical case creation (CCC) with an innovative semi-automatic approach, and (iii) case formulation (CF) through intervention of medical students’ and teachers’ knowledge. Two evaluations under the umbrella of the context/input/process/product (CIPP) model have been performed with a Glycemia study. The first focused on the system satisfaction, evaluated by 54 students. The latter aimed to evaluate the system effectiveness, simulated by 155 students. The results show a high success rate of 70% for students’ interaction, 76.4% for group learning, 72.8% for solo learning, and 74.6% for improved clinical skills.

Interactive case-based learning improves resident knowledge and confidence in reproductive endocrinology and infertility

Resident physicians’ scores on the REI section of the CREOG exam are traditionally low, and nearly 40% of house staff nation-wide perceive their REI knowledge to be poor. We aimed to assess whether an interactive case-based group-learning curriculum would narrow the REI knowledge gap by improving understanding and retention of core REI concepts under the time constraints affecting residents. A three-hour case-based workshop was developed to address four primary CREOG objectives. A multiple-choice test was administered immediately before and after the intervention and 7 weeks post-workshop, to evaluate both knowledge and confidence. Following the intervention, residents self-reported increased confidence with counseling and treatment of PCOS, ovulation induction cycle monitoring, counseling and treatment of POI, and breaking bad news related to infertility (p < 0.05). The multiple-choice exam was re-administered 7 weeks post-intervention, and scores remained significantly improved compared to pre-workshop scores (p < 0.05). At that time, all residents either strongly agreed (91.7%) or agreed (8.3%) that the case-based interactive format was preferable to traditional lecture-based teaching. In conclusion, a nontraditional curriculum aimed at teaching core REI concepts to residents through interactive case-based learning can be successfully integrated into a residency curriculum, and significantly improves knowledge and confidence of critical concepts in REI.

Nurses' experiences of pain management for people with advanced dementia approaching the end of life: a qualitative study.

To explore hospice, acute care and nursing home nurses' experiences of pain management for people with advanced dementia in the final month of life. To identify the challenges, facilitators and practice areas requiring further support. Pain management in end-stage dementia is a fundamental aspect of end-of-life care; however, it is unclear what challenges and facilitators nurses experience in practice, whether these differ across care settings, and whether training needs to be tailored to the context of care. A qualitative study using semi-structured interviews and thematic analysis to examine data. Twenty-four registered nurses caring for people dying with advanced dementia were recruited from 10 nursing homes, three hospices and two acute hospitals across a region of the UK. Interviews were conducted between June 2014-September 2015. Three core themes were identified: challenges administering analgesia, the nurse-physician relationship, and interactive learning and practice development. Patient-related challenges to pain management were universal across care settings; nurse- and organisation-related barriers differed between settings. A need for interactive learning and practice development, particularly in pharmacology, was identified. Achieving pain management in practice was highly challenging. A number of barriers were identified; however, the manner and extent to which these impacted on nurses differed across hospice, nursing home and acute care settings. Needs-based training to support and promote practice development in pain management in end-stage dementia is required. Nurses considered pain management fundamental to end-of-life care provision; however, nurses working in acute care and nursing home settings may be undersupported and under-resourced to adequately manage pain in people dying with advanced dementia. Nurse-to-nurse mentoring and ongoing needs-assessed interactive case-based learning could help promote practice development in this area. Nurses require continuing professional development in pharmacology.

Interactive case-based learning improves resident knowledge and confidence in reproductive endocrinology and infertility (REI)

Residents’ scores on the REI section of the CREOG exam have been traditionally low, and nearly 40% of residents nation-wide perceive their REI knowledge to be poor. We describe the impact of using interactive case-based learning on residents’ knowledge of core REI concepts.

The association between general practitioner participation in joint teleconsultations and rates of referral: a discrete choice experiment.

BackgroundJoint consultations – such as teleconsultations – provide opportunities for continuing education of general practitioners (GPs). It has been reported this form of interactive case-based learning may lead to fewer GP referrals, yet these studies have relied on expert opinion and simple frequencies, without accounting for other factors known to influence referrals. We use a survey-based discrete choice experiment of GPs’ referral preferences to estimate how referral rates are associated with participation in joint teleconsultations, explicitly controlling for a number of potentially confounding variables.MethodsWe distributed questionnaires at two meetings of the Portuguese Association of General Practice. GPs were presented with descriptions of patients with dermatological lesions and asked whether they would refer based on the waiting time, the distance to appointment, and pressure from patients for a referral. We analysed GPs’ responses to multiple combinations of these factors, coupled with information on GP and practice characteristics, using a binary logit model. We estimated the probabilities of referral of different lesions using marginal effects.ResultsQuestionnaires were returned by 44 GPs, giving a total of 721 referral choices. The average referral rate for the 11 GPs (25%) who had participated in teleconsultations was 68.1% (range 53-88%), compared to 74.4% (range 47-100%) for the remaining physicians. Participation in teleconsultations was associated with reductions in the probabilities of referral of 17.6% for patients presenting with keratosis (p = 0.02), 42.3% for psoriasis (p < 0.001), 8.4% for melanoma (p = 0.14), and 5.4% for naevus (p = 0.19).ConclusionsThe results indicate that GP participation in teleconsultations is associated with overall reductions in referral rates and in variation across GPs, and that these effects are robust to the inclusion of other factors known to influence referrals. The reduction in range, coupled with different effects for different clinical presentations, may suggest an educational effect. However, more research is needed to establish whether there are causal relationships between participation in teleconsultations, continuing education, and referral rates.

Case method assisted implementation of guidelines on secondary prevention of coronary artery disease decreases mortality: a ten-year follow up of a randomized controlled study

Previous findings show, two years after Primary Care Practitioners’ participation in an interactive pedagogic case-based learning program [1], that a significant reduction of blood lipid levels of their patients was achieved [2], and reported that the educational intervention was cost effective [3]. The aim of this study was to determine the size of any patient survival benefit from such interactive case-based learning method [1] aimed at facilitating implementation of guidelines in primary care. This was a prospective randomized controlled trial in a primary care practice setting, in Stockholm, Sweden. New guidelines for secondary prevention in coronary artery disease were mailed to all general practitioners in the area and presented at a common lecture in 1995. The general practitioners were randomized according to their Primary Health Care Center into well-matched patient/physician pairs and were randomly allocated to active intervention with either exposure to a case-based learning method or usual care. General practitioners in the intervention group participated in recurrent case-based learning dialogues at their Primary Health Care Centers during a two-year period. A locally well-known cardiologist served as the facilitator. Consecutive patients (n=255) with coronary artery disease were included. Ten-year mortality rates were obtained from the Cause of Death register and were assessed as all cause and cardiovascular mortality. The two Primary Health Care Center groups of patients and physicians were well matched and did not differ at baseline. The attendance rate at the seminars was 82% or higher. After ten years, nineteen (44%) of the patients included in the control group had deceased compared to 10 (22%) in the intervention group (p=0.017; log rank test). The inclusion of the covariates age, sex, hypertension, smoking and diabetes did not change the results. Patients treated by a specialist died at a rate comparable to the intervention group (23%). Cardiovascular mortality was 32% in the control group and 16% in the intervention group (p=0.007). In conclusion, case-based learning methods for general practitioners improved survival in patients with coronary artery disease. The hazard ratio (HR) of survival between intervention and usual care is 0.45 (95% CI 0.20-0.95) if the case-based learning method is used to assist implementation of evidence based care.

Patau Syndrome With Holoprosencephaly: A Multidisciplinary Interactive Case-Based Learning Exercise

OPEN ACCESSAugust 5, 2010Patau Syndrome With Holoprosencephaly: A Multidisciplinary Interactive Case-Based Learning Exercise Edward Klatt, MD, Tina Thompson, PhD Edward Klatt, MD Mercer University School of Medicine Google Scholar More articles by this author , Tina Thompson, PhD Mercer University School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.8181 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstractThis educational resource is organized as a case history with laboratory and ultrasound findings for discussion by a group of students. It is woven around a pregnancy with abnormal findings that are the result of Patau syndrome. Several fetal central nervous system (CNS) malformations are explored from a basic science, diagnostic, and counseling standpoint. This case study is designed to support basic science education in genetics and pathology disciplines and to integrate the use of diagnostic tools and testing in prenatal care to facilitate understanding of the application of basic science knowledge to patient care and counseling. This case study could be discussed in a minimum of 15 minutes if much of the information in the facilitator guide were given to the students for self-study. Most of the key concepts could be discussed within an hour. Facilitators can be directed to promote student discussion by asking the students to explain the findings and to compare and contrast CNS malformations and their causes.Educational goals include an understanding of genetic mechanisms, embryologic development, prenatal laboratory testing, and parental counseling regarding outcomes and options. The primary author field-tested a version of this exercise for 7 years (2002–2008) as part of a case-based learning module in genetic diseases, presented within a course teaching fundamentals of pathology in the second-year curriculum at the Florida State University School of Medicine. Suggestions for improvement by students and faculty have been incorporated to enhance its quality. Course evaluations by students in that venue pertinent to this group exercise ranged from 4.23 to 4.82 on a scale of 0 (worst) to 5 (best). Examination and quiz items scored in the 80% to 90% range. Educational Objectives By the end of the module, the learner will be able to: Describe prenatal testing for congenital malformations.Discuss the embryology in the context of this case.Describe normal development of the central nervous system (CNS) with particular attention to the brain.Describe the development of the eye and eye-related structures.Compare and contrast forebrain anomalies with posterior fossa anomalies and with neural tube defects.Compare and contrast CNS deformations with abnormalities from congenital infections.Describe the mechanisms for the appearance of the karyotype in this case. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Patau Facilitators.doc Patau Students.doc To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Cited ByDotters-Katz S, Vora N and Kuller J (2019) Genetics for the Women's Health Trainee: A Five-Module Curriculum, MedEdPORTAL, 15, Online publication date: 1-Jan-2019. Copyright & Permissions© 2010 Klatt and Thompson. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial license.KeywordsCongenitalTrisomy 13Prenatal TestingCBLUltrasound ExaminationGeneticsPatau SyndromeCongenital Infection Disclosures None to report. Funding/Support None to report. Loading ...

360 degrees: planning a new pediatric clerkship.

Mount Sinai School of Medicine is midway through a major curriculum revision. The immediate goal for the core third-year clerkships was to create a modular schedule with varied and integrated clinical experiences. Some clerkships were lengthened; others, blended. Clerkship directors were asked to find ways to ally with those also in their 12-week module. Content material, only presented at Mount Sinai, was to be delivered at all affiliate sites. Each clerkship had one year to prepare. Core pediatrics faced multiple challenges. Once an eight-week clerkship, pediatrics was condensed into a six-week block and paired with ob-gyn at the same affiliate sites. Material presented during weekly, lecture-based didactic sessions at Mount Sinai was to be delivered at all sites, some of which were considerable distances away. To enable students to have both content and clinical experiences at the same site, new teaching formats and techniques had to be utilized and faculty retrained to implement their new roles. Three approaches met both conditions: (1) interactive case-based learning of clerkship content objectives, (2) use of Web-based instruction to provide resources to all sites, and (3) the identification and training core educators to deliver this new content material. Generalist and specialist pediatricians prepared clinical cases. Each author was given a case-writing template, so that all cases included objectives, references, a case presentation, and guiding questions. Cases were written with extended answers to each of eight standard questions, including key teaching points, to create a teacher's manual. Three faculty members reviewed each case to assure that the content matched the objectives for the module and that cases were written at an appropriate level for third-year medical students. Weekly seminars are now interactive, small-group, and Web-based. Cases use multimedia resources and integrate multiple clinical disciplines. The structure of the seminars, modeled on adult learning theory, include review of the basic approach to patients, organization of data, and generation of a prioritized differential diagnosis. The seminars also review basic management principles for a variety of common pediatric conditions. Core educators were designated to facilitate the cases at each clinical site. They were given instructions for case facilitation, a detailed teacher's manual, and a multimedia CD-ROM. The teacher's manual contains the course syllabus as well as extended case discussions. The accompanying CD-ROM contains photographic images, growth charts, x-rays, microscopy, and sound files. Computers are available at each site and are linked to WEB-CT, the program supporting the Mount Sinai undergraduate online curriculum. We have not yet reached 360 degrees in revising our clerkship. Feedback from both students and clinician educators has been extremely positive. Future plans include further enhancement of the cases to incorporate clinical pathology, genetics, laboratory medicine, radiology, and evidence-based medicine. We will also develop and implement a faculty development program to equip our faculty with tools for effective, time-efficient, case facilitation. Starting anew with a few core organizing principles and a multidisciplinary approach has enhanced the learning for both faculty and students.