MedEdPORTAL (Feb 2011)
Two Problem-Based Learning Cases: Methamphetamine
Abstract
Abstract This curriculum module contains two problem-based learning (PBL) cases that provide clinical presentations of substance abuse problems. These cases can be used in teaching situations where it may not be feasible to use clinical material or standardized patients. The PBL cases can be used to augment lecture material about the topic of drug abuse and dependence with clinically relevant cases that depict real-life scenarios for students to work through––either in a small-group format or an interclerkship seminar. The PBL cases introduce students to clinical presentations of substance abuse problems. The cases are realistic and can be adapted for use in different courses or clerkships. Case 1 is designed for three sessions, each approximately 60 to 90 minutes. Case 2 is designed for two sessions, each approximately 60 to 90 minutes. Both cases should be offered to third-year medical students or advanced second-year medical students. First-year medical students and some second-year medical students do not possess sufficient knowledge for participation. Results of Pilot Implementation: The Principal Investigator facilitated a pilot PBL session using the case, “Diagnosis and Treatment of a Middle-Aged Man With Chest Pain.” The student group included first, second and third-year medical students. Students in the pilot implementation group evaluated the experience favorably, including items about the length of the case, realism, and size of the group. The lowest rated item, “the case provided me with new information about methamphetamine abuse and addiction,” may be due to local interest in the topic. Students enrolled in medical schools that are located in geographical areas that have been affected less by methamphetamine abuse and addiction may be less knowledgeable about this topic, and may find the case provides new information. Students' narrative comments indicated the organization of the session was good. In particular, students commented that they liked the staggered presentation of case material because it made it seem “more like solving a puzzle.”
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