Internal Medicine Residency

Case-Based Learning

The Royal College of Physicians of Canada CanMeds project has defined the role of a physician as extending beyond that of a medical expert, including roles as a communicator, collaborator, manager, health advocate, scholar and professional.  Furthermore, it identifies the necessity of program flexibility, taking into consideration individual characteristic differences of the learners. The roles identified highlight the necessity of essential skills such as continued learning, self-assessment, ethical decision making, information management, communication and interpersonal, as well as technical and clinical decision making skills. Training programs have traditionally relied on lecture-based learning (LBL) to expose residents to these varied roles.

A case-based learning (CBL) curriculum is being introduced to the Internal Medicine Academic Half-day program in the 2008-2009 academic.  The goal of this innovative project is to blend the educational virtues of the world-renowned problem-based learning (PBL) curriculum developed for the McMaster Undergraduate Medical Program with current CanMeds-directed learning objectives of our program’s residents.  Participants will include all PGY-3 Internal Medicine residents who attend pre-scheduled tutorial sessions, composed of approximately 6-8 residents, in substitution of the lecture-based Academic Half-Day sessions.  Tutorial sessions involve analysis of complex case-based scenarios transcending key CanMEDS defined topics from general and subspecialty disciplines of Internal Medicine.  Tutors are content experts in the discipline and have a more active role than traditional Problem-Based Learning (PBL) in leading the discussion of the relevant issues surrounding the clinical scenarios constructed. 

Ultimately, the vision for this project is the facilitation of knowledge acquisition through analysis and discussion of complex medical cases, as well as the assessment of acquired knowledge transfer and application through various evaluation methods (Mini-CEX, OSCE scenarios, etc.).

This is ultimately meant to assist our residents in preparation for licensing examinations and the challenges in clinical medicine that they will face throughout their careers.

CBL Committee

  • Dr. Azim Gangji
  • Dr. Ted Xenodemetropoulos
  • Dr. Mohamed Panju
  • Dr. Heather McLeod
  • Dr. J-D Schwalm
  • Dr. Kevin Woodward
  • 1 resident representative from each CBL group
  • Jan Taylor