Preventive medicine teaching cases in the preclinical undergraduate medical curriculum

Stephen A Mccurdy

doi:10.1016/S0749-3797(03)00031-X

Preventive medicine teaching cases in the preclinical undergraduate medical curriculum

Stephen A Mccurdy

Public Health Sciences

Research output: Contribution to journal › Article › peer-review

7 Scopus citations

Abstract

The implementation of the Case-Based Series in Population-Oriented Prevention (C-POP) at the University of California at Davis Medical School is described. The implementation and planning for the integration of a case-based curriculum into a previously didactic-focused preventive medicine course are discussed. Issues include flexibility of the curriculum, student acceptance of case-based learning, and effect of preceptor availability and training on the successful implementation of the C-POP curriculum.

Original language	English (US)
Pages (from-to)	108-110
Number of pages	3
Journal	American Journal of Preventive Medicine
Volume	24
Issue number	4 SUPPL.
DOIs	https://doi.org/10.1016/S0749-3797(03)00031-X
State	Published - May 2003

ASJC Scopus subject areas

Medicine(all)
Public Health, Environmental and Occupational Health

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title = "Preventive medicine teaching cases in the preclinical undergraduate medical curriculum",

abstract = "The implementation of the Case-Based Series in Population-Oriented Prevention (C-POP) at the University of California at Davis Medical School is described. The implementation and planning for the integration of a case-based curriculum into a previously didactic-focused preventive medicine course are discussed. Issues include flexibility of the curriculum, student acceptance of case-based learning, and effect of preceptor availability and training on the successful implementation of the C-POP curriculum.",

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AB - The implementation of the Case-Based Series in Population-Oriented Prevention (C-POP) at the University of California at Davis Medical School is described. The implementation and planning for the integration of a case-based curriculum into a previously didactic-focused preventive medicine course are discussed. Issues include flexibility of the curriculum, student acceptance of case-based learning, and effect of preceptor availability and training on the successful implementation of the C-POP curriculum.

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Preventive medicine teaching cases in the preclinical undergraduate medical curriculum

Abstract

ASJC Scopus subject areas

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