Self-directed, integrated clinical learning through a sign-up system

• Published in: Medical education Vol. 37; no. 7; pp. 656 - 659
• Main Authors: Foster, Mark, Dornan, Tim
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Science Ltd 01.07.2003; Blackwell; Wiley Subscription Services, Inc
• Subjects: automatic data processing/methods; Clinical Competence - standards; Curriculum; Curriculum subjects: programmes and methods; education; Education, Medical, Undergraduate - methods; Educational sciences; Electronic Data Processing - methods; Humans; medical; Medical and paramedical education; Problem-Based Learning - methods; students; Students, Medical; Teaching methods; undergraduate/methods; Great Britain; Medicine; Self management; Learning Strategy; Curriculum; Internet; Problem Solving
• ISSN: 0308-0110; 1365-2923
• DOI: 10.1046/j.1365-2923.2003.01554.x

Aim  To help students in a self‐directed, problem‐based learning (PBL) curriculum learn from a breadth of hospital experience. Methods  Clinical units were asked to identify what clinical activities they could make available to interested students on a ‘first‐come, first‐served’ basis. A centralised, electronic system was developed that allowed students to book a fair, but not excessive, share of those learning opportunities. This web‐based programme evolved into a comprehensive timetabling system that managed activities for whole classes of students as well as ‘sign‐ups’ booked by individuals. Results  The sign‐up system offered 1792 hours/week, or 6 hours/student/week, to the hospital's 291 students of learning opportunities additional to firm‐based teaching and learning. There were sign‐ups in all major specialties and they included rounds, clinics, theatre/investigation sessions and conferences. Students accessed the system as commonly from outside the hospital as within it, and used it to view their timetables as well as to book learning opportunities. The system was used particularly heavily when examinations were imminent, indicating that students found it supportive to their learning. Conclusions  We have developed an innovative way of providing experience that is relevant to problem‐based, integrative clinical education. Students, as judged by their heavy use of it, value the system.