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 | |
| State | Published - May 2003 |
Fingerprint
ASJC Scopus subject areas
- Medicine(all)
- Public Health, Environmental and Occupational Health
Cite this
Preventive medicine teaching cases in the preclinical undergraduate medical curriculum. / Mccurdy, Stephen A.
In: American Journal of Preventive Medicine, Vol. 24, No. 4 SUPPL., 05.2003, p. 108-110.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Preventive medicine teaching cases in the preclinical undergraduate medical curriculum
AU - Mccurdy, Stephen A
PY - 2003/5
Y1 - 2003/5
N2 - 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.
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.
UR - http://www.scopus.com/inward/record.url?scp=0038365173&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0038365173&partnerID=8YFLogxK
U2 - 10.1016/S0749-3797(03)00031-X
DO - 10.1016/S0749-3797(03)00031-X
M3 - Article
C2 - 12744988
AN - SCOPUS:0038365173
VL - 24
SP - 108
EP - 110
JO - American Journal of Preventive Medicine
JF - American Journal of Preventive Medicine
SN - 0749-3797
IS - 4 SUPPL.
ER -