Development of Task-Based Learning Outcomes according to Clinical Presentations for Clinical Clerkships.
- Author:
HyeRin ROH
1
;
Byoung Doo RHEE
;
Jong Tae LEE
;
Sang Kyun BAE
Author Information
1. Department of Medical Education, Inje University College of Medicine, Busan, Korea.
- Publication Type:Original Article
- Keywords:
Outcome-based education;
Clinical competency;
Clinical clerkship
- MeSH:
Clinical Clerkship;
Curriculum;
Education, Medical;
Humans;
Learning;
Patient Education as Topic;
Physical Examination;
Primary Health Care;
Schools, Medical
- From:Korean Journal of Medical Education
2012;24(1):31-37
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: The aim of the study was to introduce our experience of establish task-based learning outcomes for core clinical clerkships. METHODS: We first define our educational goal and objectives of the clinical clerkship curriculum according to knowledge, cognitive function and skill, and attitude. We selected clinical presentations and related diseases with expert panels and allocated them to core clinical departments. We classified doctor's tasks into 6 categories: history taking, physical examination, diagnostic plan, therapeutic plan, acute and emergent management, and prevention and patient education. We described learning outcomes by task using behavioral terms. RESULTS: We established goals and objectives for students to achieve clinical competency on a primary care level. We selected 75 clinical presentations and described 377 learning outcomes. CONCLUSION: Our process can benefit medical schools that offer outcome-based medical education, especially for clinical clerkships. To drive effective clerkships, a supportive system including assessment and faculty development should be implemented.
