A case-based medical curriculum for the 21st century: The use of innovative approaches in designing and developing a case on mental health

Abstract

The introduction of case-based learning (CBL) by the School of Medicine at Cardiff University has encouraged innovation in medical teaching and learning. During years one and two of the modernized MBBCh program, students complete 17 cases as part of the newly developed C21 curriculum that emphasizes a patient-oriented and student-centered approach to learning. The mental health case, which is presented in year 2, incorporates a number of novel teaching resources that aim to enhance the students’ learning experience and to further reinforce the patient-oriented and community-based philosophy of C21. These include the use of fictionalized video diaries, virtual patient cases, e-learning workbooks, an interactive practical session, and community placements. Novel teaching methods and resources were evaluated by students in terms of effectiveness and value as learning resources through the administration of a structured mixed questionnaire. The results revealed that students valued the inclusion of these resources, which they evaluated as having contributed to their understanding of the subject area. Furthermore, the case was found to have had an impact on student interest in psychiatry as a specialty as well as a career choice. The positive student evaluation of this case supports the innovations in teaching delivery inspired by C21.

Glossary

C21: The new case-based curriculum developed, designed, and implemented by the School of Medicine at Cardiff University. The title is based on the vision that the curriculum was designed to meet the needs of medicine in the 21st century.

Case-based learning (CBL): A method of teaching and learning that also influences curriculum design. Students are given a case scenario and are guided by a facilitator in identifying holes in knowledge and problems to be explored. CBL sessions are supported by sessions such as lectures, practicals, placements, and online resources. Students revisit earlier cases at later stages as part of the spiral curriculum approach adopted.

Notes on contributors

Dr Athanasios Hassoulas, PhD is a Lecturer in Psychology within the Centre for Medical Education at Cardiff University. He is currently psychology lead for C21 and also oversees the delivery of teaching on pain medicine and management in the new undergraduate curriculum.

Dr Elizabeth Forty, PhD is a Lecturer in Psychiatry within the Centre for Medical Education at Cardiff University. She currently leads on all mental health teaching that is delivered by the Division of Psychological Medicine and Clinical Neurosciences throughout the curriculum.

Dr Mathew Hoskins, MBBCh is a Clinical Lecturer in Psychiatry within the Institute of Psychological Medicine and Clinical Neurosciences at Cardiff University. He has been instrumental in the delivery of teaching in psychiatry during years 2 and 4 of the new curriculum.

Dr James Walters, MD, PhD is a Reader in Psychiatry within the Institute of Psychological Medicine and Clinical Neurosciences at Cardiff University. He currently leads on all psychiatry and mental health teaching that is delivered throughout the new undergraduate curriculum.

Dr Stephen Riley, MD, FRCP, FAcadMed is Dean of Medical Education within the Centre for Medical Education at Cardiff University. He was formerly the Director of C21, overseeing the development and implementation of the new curriculum, before taking up the post of Dean in 2016.

Acknowledgements

The authors would like to acknowledge the efforts of all members of staff within the School of Medicine at Cardiff University for all their contributions, work, and dedication during the designing, development, and implementation of the new curriculum. The authors would also like to thank our first cohort of C21 students for being willing to provide feedback when required, for being open about their experiences, and for ensuring the success of the new curriculum, making the road ahead easier for the next students to follow.

Disclosure statement

The authors report no declarations of interest.