Supplementation: An Improved Approach to Question-Based Collaborative Learning [Response to Letter]

Abstract

Laksha Bala, Laura S Wynn-Lawrence, Amir H Sam Imperial College School of Medicine, Imperial College London, London, UKCorrespondence: Amir H Sam Email [email protected] We read with interest Javed-Akhtar et al’s letter suggesting that faculty members should utilise pre-written clinical cases in question-based collaborative learning (QBCL) sessions.1 Pre-written clinical case studies are already represented in a variety of teaching modalities such as interactive lectures and team-based learning sessions. By drawing on students’ personal clinical encounters during the QBCL session, we provide them with the opportunity to share their experiences and learn from each other. The use of pre-written cases may compromise the authenticity of this educational experience and the students’ ability to learn from all aspects of patient care.   View the original paper by Wynn-Lawrence and colleagues   This is in response to the Letter to the Editor