Principles Of Clinical Medicine Research Articles

Five Lessons for Effectively Transitioning Problem-Based Learning to Online Delivery

Problem-based learning (PBL) is an active learning technique that promotes a life-long learning approach to understanding and using the principles of clinical medicine. It does so by helping learners hone their critical thinking skills in a team-based environment. It was originally developed for use in live, in-person settings. During the COVID-19 pandemic, it has had to be rapidly adapted for online delivery. In this article, we first highlight the key challenges faced by educators and learners in making this transition. We then share five lessons for effectively translating in-person PBL curricula to online and hybrid learning formats.

Oregon Health & Science University School of Medicine

Number of Activities: 145 Number of Hours of Instruction: 1,964 Number of Physician Participants: 29,136 Number of Other Learners: 17,094 Received Commercial Support: Yes Received Income from Advertising or Exhibits: Yes Participated in Joint Providership: Yes Offered Courses: Yes Offered Enduring Materials: Yes Offered Internet Enduring Materials: Yes Offered Performance Improvement: Yes Offered RSS: Yes Offered Test Item Writing: Yes

Ethnographic Studies in the Principles of Clinical Medicine

Ethnographic Studies in the Principles of Clinical Medicine

In Search of Home: From Home to Homeless to Housing

In 1992, Oregon Health and Sciences University (OHSU) introduced the Principles of Clinical Medicine (PCM) course with the intent of providing medical students early in their training with a patient-centered care context. Students are enrolled in this two-year longitudinal course at the same time they are learning basic sciences. PCM consists of two components: a weekly preceptorship in which students spend four hours each week with a community physician and four hours in classes focusing on the knowledge, skills, and attitudes involved in providing patient-centered care. One of the goals of this curriculum is to help students develop cultural sensitivity. This is not an opportunity to interview a patient from an ethnic or cultural background other than their own. They are then asked to relate the patient’s situation and to reflect upon the experience within the context of what was learned during the PCM quarters, including a discussion of US health care policy and economics. This assignment moves the students out of their comfort zone and enables them to learn things about patients and cultures that they never would otherwise. We consider it to be the best opportunity we offer to promote the practice of culturally sensitive medicine. Our faculty continue to be amazed not only that students learn so much, but that they often write so eloquently about these experiences.

Ethnographic Studies in the Principles of Clinical Medicine

Ethnographic Studies in the Principles of Clinical Medicine

Ethnographic Studies in the Principles of Clinical Medicine

Ethnographic Studies in the Principles of Clinical Medicine

The teaching of physiological disciplines in the 3rd Faculty of Medicine, Charles University, Prague, Czech Republic.

The physiological disciplines are being taught from the 1st year of medical study up to the end of the 4th year, it means 8 semesters altogether. It is necessary to explain the curriculum of the 3rd Faculty of Medicine, Charles University in Prague. This Faculty has had a new curriculum since 1997, so the first students, who had been taught as to this system, already finished their study. The duration of medical study is 6 years, i.e. 12 semesters. This composed of three cycles: I Basic biomedical sciences. The first two years represent the first cycle, which is based on the integrative principle. II. Principles of clinical medicine. The second cycle is concerned on the problem-based learning. III. Clinical preparation. The third cycle represents clinical application. In the first two years the integrative study is composed of different modules. The first module I A--Structure and functions of human body is the greatest module in the first two years, which is composed of anatomy, histology and embryology, biochemistry and physiology. The module I B--Cell biology and genetics is composed of genetics and cell biology and this module is finished by the examination after two semesters at the end of the first year.

Principles of clinical medicine

In 1992, the School of Medicine at Oregon Health Sciences University inaugurated a Principles of Clinical Medicine (PCM) course as part of an overall curricular revision. The PCM course, which covers the first and second years of medical school, integrates material from ten separate courses in the previous curriculum. Students learn longitudinally over the two years, rather than "cramming" discrete areas of knowledge and then moving on. Course sessions are related to concurrently taken basic science classes. Meeting two afternoons per week, the PCM course offers preceptorships, health care issues sessions, and patient examination sessions. The PCM course aims to encompass the body of knowledge, skills, and attitudes necessary to become a competent physician. First- and second-year students have more opportunities than previously to interact with patients and practicing physicians in the community. Competition between learning areas, student perceptions of "soft" and "hard" courses, teacher recruitment, and administrative burnout are ongoing difficulties, while faculty recognition and development, administrative commitment and flexibility, and student and faculty feedback all contribute to the success of the course. The PCM course is now the backbone of the first two years of medical school and creates a solid foundation for the third and fourth years.

Principles of clinical medicine: an interdisciplinary integrated 2-year longitudinal course

In keeping with the Report of the Panel on the General Professional Education of the Physician (Association of American Medical Colleges 1984), Oregon Health Sciences University (OHSU) School of Medicine is in the midst of revising its curriculum. After a 4-year process, the Curriculum Committee mandated development of the Principles of Clinical Medicine course, a 2-year longitudinal course integrating input from both basic and clinical science departments. We describe the steps leading to the course's implementation, its administrative and organizational structure, the evaluation of student performance, teacher training, course curriculum, and the use of interdisciplinary teaching. This course embodies many of the changes called for in the AAMC Report and serves as a model for interdisciplinary education.

Principles of clinical medicine: a multidisciplinary, integrated, two-year longitudinal curriculum.

Principles of clinical medicine: a multidisciplinary, integrated, two-year longitudinal curriculum.

Chapman's reflexes: Medicine or metaphysics?

Clinical medicine is a pragmatic discipline. Because of its aim to alleviate pain and suffering as well as to foster well-being, its practitioners can be lulled into thinking that there are times when basic science is irrelevant to the practice of medicine. This attitude is evaluated by comparing a 19th century medical curiosity, the nasogenital reflex, to a set of reflexes, the little used and little known Chapman's reflexes. We must always attempt to substantiate the principles of clinical medicine.

Introduction to Clinical Medicine

This handsomely displayed, softcover volume contains almost 800 pages of large-formatted text prepared by 149 contributors, most of whom are currently associated with the University of Massachusetts Medical School in Worcester. A broad and imaginative format was developed out of years of experience in ward teaching and general medical practice and is intended to meet the needs of medical students as they pass through the chasm between the basic sciences and the wards. The first section of 100 pages, Principles of Clinical Medicine, includes topics such as critically reviewing the medical literature, interacting with other health care professionals, and cost containment. The second section of over 400 pages is a signs-and-symptoms approach to the major disciplines within internal medicine but including neurology, dermatology, and ophthalmology. I read carefully four separate units in different fields and found them to be clear and reasonable for a student. There is also excellent integration

The principles and practice of morning report

Morning report is a traditional ritual on academic medical services. At morning report, house staff and faculty review case management and the principles of clinical medicine. To understand better the role and function of morning report and to assess its value for supervision, teaching, and evaluation of clinical knowledge and skills, a survey of academic departments of medicine was conducted. A questionnaire was sent to 124 departments of medicine represented by the membership of the Association of Professors of Medicine. The response rate was 94%. Morning report was important for teaching and was also useful for evaluation of resident performance and quality of clinical care. Some potential problems were identified when the conference is used for peer review and performance evaluation. Morning report stands out as the only large, formal conference generally used for the evaluation of case management and the performance of medical residents. As such, its limitations must be recognized. Recommendations are made for taking advantage of the unique educational opportunities available at morning report. (<i>JAMA</i>1986;256:730-733)

The Principles and Practice of Morning Report

Morning report is a traditional ritual on academic medical services. At morning report, house staff and faculty review case management and the principles of clinical medicine. To understand better the role and function of morning report and to assess its value for supervision, teaching, and evaluation of clinical knowledge and skills, a survey of academic departments of medicine was conducted. A questionnaire was sent to 124 departments of medicine represented by the membership of the Association of Professors of Medicine. The response rate was 94%. Morning report was important for teaching and was also useful for evaluation of resident performance and quality of clinical care. Some potential problems were identified when the conference is used for peer review and performance evaluation. Morning report stands out as the only large, formal conference generally used for the evaluation of case management and the performance of medical residents. As such, its limitations must be recognized. Recommendations are made for taking advantage of the unique educational opportunities available at morning report.

Review of Pathophysiology

The authors of this review of pathophysiology integrate the principles of basic medical science with the introductory principles of clinical medicine, and they manage to do this in a realistic and coherent manner. Clinical cases are described at the end of each chapter to epitomize the new principles. The text is admirably suited to the needs of a sophomore medical student taking a course in physical diagnosis or introduction to clinical medicine. However, it lacks the depth and breadth of coverage that would satisfy the advanced student, resident, or practicing physician. Although the text is generally clear and informative, some of the illustrations are less so. A few are confusing; others are excellent but lack labels sufficiently clear for second-year students. However, I do not want to be contentious about this because many of the figures are good and the text is self-explanatory without illustrations. For example, one of the

Medical Education and the Dying Patient

Several recent cases illustrate the medical-ethical-legal consequences associated with lack of awareness in caring for and treating the dying patient. We question whether solutions advanced by others are feasible or desirable for use in medical education, and suggest looking to the familiar principles of clinical medicine. These principles can be used to acquaint students and residents with the clinical model of medicine so they can learn the differences between the rights and duties of those occupying the "sick" and "dying" roles. Once these differences have been understood, then the rules for moving patients from one role to another can be gradually acquired in the course of medical practice. The task now is to resuscitate these traditional abilities in the context of our times.