Facilitating transition to medical school for undergraduate students through medical student-led case-based learning workshops within a combined Bachelor of Science and Doctor of Medicine program
DOI:
https://doi.org/10.36834/cmej.78885Abstract
Implication Statement
We developed and implemented an interdisciplinary workshop to increase confidence amongst pre-medical students when transitioning to medical school. We were inspired by the collaborative small-group Case Based Learning (CBL) sessions from the pre-clerkship curriculum at our medical school. By involving medical student volunteers as group facilitators, this workshop was a feasible and sustainable addition to medical school preparation for undergraduate students enrolled in an integrated medical pathway. Furthermore, our model suggests advantages for similar programs at other institutions, providing early exposure to clinical expectations.
References
1. Tsekhmister Y. Effectiveness of case-based learning in medical and pharmacy education: a meta-analysis. Electron J Gen Med. 2023;20(5):em515. https://doi.org/10.29333/ejgm/13315
2. Picton A, Greenfield S, Parry J. Why do students struggle in their first year of medical school? A qualitative study of student voices. BMC Med Educ 22, 100 (2022). https://doi.org/10.1186/s12909-022-03158-4
3. Jalani NH, Sern LC. The example-problem-based learning model: applying cognitive load theory. Procedia – Soc Behav Sci. 2015;195, 872–880. https://doi.org/10.1016/j.sbspro.2015.06.366
4. Sisakhti M, Sachdev PS, Batouli SAH. The effect of cognitive load on the retrieval of long-term memory: an fMRI study. Front Hum Neurosci. 2021;15:700146. https://doi.org/10.3389/fnhum.2021.700146
5. Clapper TC. Cooperative-based learning and the zone of proximal development. Simul Gaming, 2015;46(2), 148–158. https://doi.org/10.1177/1046878115569044
6. Zhao R, D’Eon M. Five ways to get a grip on grouped self-assessments of competence for program evaluation. Can Med Ed J. 2020 Mar. 9;11(4):e90-e96. https://doi.org/10.36834/cmej.69276
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Sneha Chauhan, Luke Martin, Vani Senthil, Herjot Cheema, Marcel D'Eon
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an original manuscript to the Canadian Medical Education Journal will be taken to mean that it represents original work not previously published, that it is not being considered elsewhere for publication. If accepted for publication, it will be published online and it will not be published elsewhere in the same form, for commercial purposes, in any language, without the consent of the publisher.
Authors who publish in the Canadian Medical Education Journal agree to release their articles under the Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 Canada Licence. This licence allows anyone to copy and distribute the article for non-commercial purposes provided that appropriate attribution is given. For details of the rights an author grants users of their work, please see the licence summary and the full licence.
