Perspectives of a non‐medically and a medically qualified early career anatomy academic on facilitating case‐based learning sessions for undergraduate medical students

Abstract

AbstractCase‐based learning (CBL) is a student‐centered pedagogy where medical students are given a real‐world clinical problem. At St George's University of London (SGUL), anatomy academics can volunteer to facilitate CBL sessions for pre‐clinical undergraduate medical students. The major benefits of facilitating CBL sessions from the perspective of a non‐medically qualified early career anatomy academic (ECAA) include exposure to clinical cases that help the academic develop an understanding over key clinical cases at the context of clinical anatomy and other disciplines including physiology, pathology, and pharmacology. Furthermore, facilitating CBL sessions assists in the acquisition of basic knowledge over history taking, the conduction of clinical examinations, the investigations performed for the diagnosis of a condition as well as how it is managed. The major benefits of facilitating CBL sessions from the perspective of a medically qualified ECAA include staying in touch with the clinical aspect of medicine and becoming familiar with the country's healthcare system and its professional standards. Perceived benefits shared by both the non‐medically and medically qualified ECAA include the opportunity to become familiar with the structure and key elements of the pre‐clinical medical curriculum as well as gain experience in facilitating small group teaching sessions. Overall, facilitating CBL sessions can help non‐medically and medically qualified ECAAs in different contexts that may help them with their individual career goals, can encourage collaborative discussions between clinical and non‐clinical anatomy academics as well as help bridge the gap between the anatomy teaching approaches employed by non‐medically qualified and medically qualified anatomy academics.