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Problem-based Learning in Family Medicine

Problem-based Learning in Family Medicine. Matt Weimer, PGY-2 Dept. of Family and Community Health. Survey. Self-administered Family Medicine Faculty: n=8 (57%) Family Medicine Residents: n=12 (55%) Medical Students: n=4. Respodents’ experiences with PBL. Most Common Diagnoses.

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Problem-based Learning in Family Medicine

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  1. Problem-based Learning in Family Medicine Matt Weimer, PGY-2 Dept. of Family and Community Health

  2. Survey • Self-administered • Family Medicine Faculty: n=8 (57%) • Family Medicine Residents: n=12 (55%) • Medical Students: n=4

  3. Respodents’ experiences with PBL

  4. Most Common Diagnoses Others: affective d/o, CAD, OA, hypothyroidism, URI/Strep/OM, obesity, well visit/well child, CHF, AR, tobacco abuse, GERD, ADHD, dermatologic, non-compliance, headache

  5. Most Appropriate Diagnoses Others: hypothyroidism, back pain, CHF, dermatologic, OA, DKA, URI/Strep/OM, headache, joint injections, obesity, AR, abd pain, GERD, ADHD, edema, ID, pulmonary nodule, thyroid nodule, CVA, bleed/clot d/o, falls in elderly, tobacco abuse, non-compliance, well visit/well child

  6. Conclusions • Overall positive previous experience with PBL; likewise, the general assessment of the usefulness of PBL in a family medicine clerkship is positive • Respondents at all levels identified the most common diagnoses seen in family medicine as the most appropriate for coverage through PBL, though one developing such a curriculum might consider including a single less common, more interesting or challenging case as part of a series of several cases. • The results of this survey could be used to help to develop a PBL curriculum as part of the family medicine clerkship; the next phase would involve the development of a number of cases to be used in this effort. Source: Camp, G. Problem-Based Learning: A Paradigm Shift or a Passing Fad? MEO 1996;1:2.

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