Journal of Osteopathic Medicine, 1998/07, 98(7):380-385. doi: 10.1515/jom-1998-0074, type of study: ,css,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,

Free full text   (https://www.degruyter.com/document/doi/10.1515/jom-1998-0074/html)

Keywords:

computer-assisted clinical case [1]
computer-assisted instruction [7]
cross sectional study [894]
curriculum [301]
medical education [684]
medical students [693]
osteopathic medicine [2108]

Abstract:

Computer-aided clinical cases (CACC) have the potential to complement and/or supplement other types of problem-based learning exercises in modern medical curricula. Deploying a CACC learning experience requires institutional commitment to technology and a belief by administration, faculty, and students that “climbing a steep growth curve“ is worth the effort. Several aspects of the institutional environment at the Kirksville College of Osteopathic Medicine (KCOM) led to the development of the CACC exercise described in this article, including the need to design a uniform, supplemental, Internet-based learning experience and assessment exercises for students doing clinical rotations at off-site facilities. The CACC learning experience was enthusiastically accepted by second-year medical students as an integrative and clinically relevant educational experience. The success of this CACC exercise has helped to promote the development of other innovative applications of technology of medical education at KCOM.