Richards Jeremy, Schwartzstein Richard, Irish Julie, Almeida Jacqueline, Roberts David
The Carl J. Shapiro Institute for Education and Research, Beth Israel Deaconess Medical Center, Boston, Massachusetts 02215, USA.
Clin Teach. 2013 Apr;10(2):88-93. doi: 10.1111/j.1743-498X.2012.00614.x.
Clinical Physiology Grand Rounds (CPGR) is an interactive, case-based conference for medical students designed to: (1) integrate preclinical and clinical learning; (2) promote inductive clinical reasoning; and (3) emphasise students as peer teachers. CPGR specifically encourages mixed learning level student interactions and emphasises the use of concept mapping. We describe the theoretical basis and logistical considerations for an interactive, integrative, mixed-learner environment such as CPGR. In addition, we report qualitative data regarding students' attitudes towards and perceptions of CPGR.
Medical students from first to fourth year participate in a monthly, interactive conference.
The CPGR was designed to bridge gaps and reinforce linkages between basic science and clinical concepts, and to incorporate interactive vertical integration between preclinical and clinical students. Medical education and content experts use Socratic, interactive teaching methods to develop real-time concept maps to emphasise the presence and importance of linkages across curricula.
Student focus groups were held to assess attitudes towards and perceptions of the mixed-learner environment and concept maps in CPGR. Qualitative analyses of focus group transcripts were performed to develop themes and codes describing the students' impressions of CPGR.
CPGR is a case-based, interactive conference designed to help students gain an increased appreciation of linkages between basic science and clinical medicine concepts, and an increased awareness of clinical reasoning thought processes. Success is dependent upon explicit attention being given to goals for students' integrated learning.
临床生理学大查房（CPGR）是一个面向医学生的互动式、基于病例的会议，旨在：（1）整合临床前学习和临床学习；（2）促进归纳性临床推理；（3）强调学生作为同伴教师的作用。CPGR特别鼓励不同学习水平的学生互动，并强调概念图的使用。我们描述了诸如CPGR这样的互动式、综合性、混合学习者环境的理论基础和后勤考虑因素。此外，我们报告了关于学生对CPGR的态度和看法的定性数据。
一年级至四年级的医学生参加每月一次的互动会议。
CPGR旨在弥合基础科学与临床概念之间的差距并加强联系，并将临床前和临床学生之间的互动纵向整合纳入其中。医学教育和内容专家使用苏格拉底式互动教学方法来实时绘制概念图，以强调跨课程联系的存在和重要性。
举行了学生焦点小组会议，以评估对CPGR中混合学习者环境和概念图的态度和看法。对焦点小组记录进行定性分析，以形成描述学生对CPGR印象的主题和代码。
CPGR是一个基于病例的互动会议，旨在帮助学生更好地理解基础科学与临床医学概念之间的联系，并提高对临床推理思维过程的认识。成功取决于对学生综合学习目标的明确关注。
