Problem-based learning (PBL) was developed for use in medical education to incorporate more active, learner-centered instruction. Central to problem-based learning is the problem, which in medical education is usually case a case presentation, revealed in stages to allow learners to form and research learning objectives. The purpose of this study was to identify themes present across the PBL cases, including the patient-centeredness of the cases. Content analysis was used to examine 62 PBL cases that comprised the first and second years' core curriculum at a public medical school. The cases included a patient population similar to the local population, but care was more hospital-centric than would be expected from the actual patterns of medical utilization in the United States. Analyzing along two axes of patient-centeredness, the PBL cases demonstrated a good understanding of the patient (knowing the patient), but other qualities such as shared decision making was not as exemplified. Medical educators can use the results to understand elements that contribute to patient-centeredness and apply the analysis framework to evaluate future cases.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc984174 |
| Date | 05 1900 |
| Creators | Kinkade, Scott |
| Contributors | Cutright, Marc, 1952-2020, Newsom, Ron, Brazelton, Blue |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | ix, 101 pages, Text |
| Rights | Public, Kinkade, Scott, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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