Expired Study
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Boston, Massachusetts 02115


Purpose:

This study is designed to examine how the type of learning case affects the thinking of medical students in tutorial


Study summary:

Tutorials at Harvard Medical School use problem-based learning with written cases. Students work in groups under the supervision of a tutor who guides their exploration of the material. As students progress through the curriculum there is an opportunity to advance the complexity of the material they are presented with. Video-based patient case studies have been shown to improve critical thinking ratios in paediatric medical student problem-based learning exercises, and time spent on data exploration, theory building and theory evaluation in postgraduate residency programs. We hypothesize that video provides a stimulus that improves cognitive processing and critical thinking among medical students, as compared to working from the text-based transcript of the same case.


Criteria:

Inclusion Criteria: - medical student participating in the endocrine and reproductive pathophysiology course at Harvard Medical School Exclusion Criteria: - None


NCT ID:

NCT01286025


Primary Contact:

Principal Investigator
Graham T McMahon, MD MMSc
Harvard University


Backup Contact:

N/A


Location Contact:

Boston, Massachusetts 02115
United States



There is no listed contact information for this specific location.

Site Status: N/A


Data Source: ClinicalTrials.gov

Date Processed: August 31, 2019

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