case study books for medical students

Health Case Studies

(29 reviews)

Glynda Rees, British Columbia Institute of Technology

Rob Kruger, British Columbia Institute of Technology

Janet Morrison, British Columbia Institute of Technology

Publisher: BCcampus

Language: English

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Reviewed by Jessica Sellars, Medical assistant office instructor, Blue Mountain Community College on 10/11/23

Comprehensiveness rating: 5 see less

This is a book of compiled and very well organized patient case studies. The author has broken it up by disease patient was experiencing and even the healthcare roles that took place in this patients care. There is a well thought out direction and plan. There is an appendix to refer to as well if you are needing to find something specific quickly. I have been looking for something like this to help my students have a base to do their project on. This is the most comprehensive version I have found on the subject.

Content Accuracy rating: 5

This is a book compiled of medical case studies. It is very accurate and can be used to learn from great care and mistakes.

Relevance/Longevity rating: 5

This material is very relevant in this context. It also has plenty of individual case studies to utilize in many ways in all sorts of medical courses. This is a very useful textbook and it will continue to be useful for a very long time as you can still learn from each study even if medicine changes through out the years.

Clarity rating: 5

The author put a lot of thought into the ease of accessibility and reading level of the target audience. There is even a "how to use this resource" section which could be extremely useful to students.

Consistency rating: 5

The text follows a very consistent format throughout the book.

Modularity rating: 5

Each case study is individual broken up and in a group of similar case studies. This makes it extremely easy to utilize.

Organization/Structure/Flow rating: 5

The book is very organized and the appendix is through. It flows seamlessly through each case study.

Interface rating: 5

I had no issues navigating this book, It was clearly labeled and very easy to move around in.

Grammatical Errors rating: 5

I did not catch any grammar errors as I was going through the book

Cultural Relevance rating: 5

This is a challenging question for any medical textbook. It is very culturally relevant to those in medical or medical office degrees.

I have been looking for something like this for years. I am so happy to have finally found it.

Reviewed by Cindy Sun, Assistant Professor, Marshall University on 1/7/23

Interestingly, this is not a case of ‘you get what you pay for’. Instead, not only are the case studies organized in a fashion for ease of use through a detailed table of contents, the authors have included more support for both faculty and students. For faculty, the introduction section titled ‘How to use this resource’ and individual notes to educators before each case study contain application tips. An appendix overview lists key elements as issues / concepts, scenario context, and healthcare roles for each case study. For students, learning objectives are presented at the beginning of each case study to provide a framework of expectations.

The content is presented accurately and realistic.

The case studies read similar to ‘A Day In the Life of…’ with detailed intraprofessional communications similar to what would be overheard in patient care areas. The authors present not only the view of the patient care nurse, but also weave interprofessional vantage points through each case study by including patient interaction with individual professionals such as radiology, physician, etc.

In addition to objective assessment findings, the authors integrate standard orders for each diagnosis including medications, treatments, and tests allowing the student to incorporate pathophysiology components to their assessments.

Each case study is arranged in the same framework for consistency and ease of use.

This compilation of eight healthcare case studies focusing on new onset and exacerbation of prevalent diagnoses, such as heart failure, deep vein thrombosis, cancer, and chronic obstructive pulmonary disease advancing to pneumonia.

Each case study has a photo of the ‘patient’. Simple as this may seem, it gives an immediate mental image for the student to focus.

Interface rating: 4

As noted by previous reviewers, most of the links do not connect active web pages. This may be due to the multiple options for accessing this resource (pdf download, pdf electronic, web view, etc.).

Grammatical Errors rating: 4

A minor weakness that faculty will probably need to address prior to use is regarding specific term usages differences between Commonwealth countries and United States, such as lung sound descriptors as ‘quiet’ in place of ‘diminished’ and ‘puffers’ in place of ‘inhalers’.

The authors have provided a multicultural, multigenerational approach in selection of patient characteristics representing a snapshot of today’s patient population. Additionally, one case study focusing on heart failure is about a middle-aged adult, contrasting to the average aged patient the students would normally see during clinical rotations. This option provides opportunities for students to expand their knowledge on risk factors extending beyond age.

This resource is applicable to nursing students learning to care for patients with the specific disease processes presented in each case study or for the leadership students focusing on intraprofessional communication. Educators can assign as a supplement to clinical experiences or as an in-class application of knowledge.

Reviewed by Stephanie Sideras, Assistant Professor, University of Portland on 8/15/22

The eight case studies included in this text addressed high frequency health alterations that all nurses need to be able to manage competently. While diabetes was not highlighted directly, it was included as a potential comorbidity. The five overarching learning objectives pulled from the Institute of Medicine core competencies will clearly resonate with any faculty familiar with Quality and Safety Education for Nurses curriculum.

The presentation of symptoms, treatments and management of the health alterations was accurate. Dialogue between the the interprofessional team was realistic. At times the formatting of lab results was confusing as they reflected reference ranges specific to the Canadian healthcare system but these occurrences were minimal and could be easily adapted.

The focus for learning from these case studies was communication - patient centered communication and interprofessional team communication. Specific details, such as drug dosing, was minimized, which increases longevity and allows for easy individualization of the case data.

While some vocabulary was specific to the Canadian healthcare system, overall the narrative was extremely engaging and easy to follow. Subjective case data from patient or provider were formatted in italics and identified as 'thoughts'. Objective and behavioral case data were smoothly integrated into the narrative.

The consistency of formatting across the eight cases was remarkable. Specific learning objectives are identified for each case and these remain consistent across the range of cases, varying only in the focus for the goals for each different health alterations. Each case begins with presentation of essential patient background and the progress across the trajectory of illness as the patient moves from location to location encountering different healthcare professionals. Many of the characters (the triage nurse in the Emergency Department, the phlebotomist) are consistent across the case situations. These consistencies facilitate both application of a variety of teaching methods and student engagement with the situated learning approach.

Case data is presented by location and begins with the patient's first encounter with the healthcare system. This allows for an examination of how specific trajectories of illness are manifested and how care management needs to be prioritized at different stages. This approach supports discussions of care transitions and the complexity of the associated interprofessional communication.

The text is well organized. The case that has two levels of complexity is clearly identified

The internal links between the table of contents and case specific locations work consistently. In the EPUB and the Digital PDF the external hyperlinks are inconsistently valid.

The grammatical errors were minimal and did not detract from readability

Cultural diversity is present across the cases in factors including race, ethnicity, socioeconomic status, family dynamics and sexual orientation.

The level of detail included in these cases supports a teaching approach to address all three spectrums of learning - knowledge, skills and attitudes - necessary for the development of competent practice. I also appreciate the inclusion of specific assessment instruments that would facilitate a discussion of evidence based practice. I will enjoy using these case to promote clinical reasoning discussions of data that is noticed and interpreted with the resulting prioritizes that are set followed by reflections that result from learner choices.

Reviewed by Chris Roman, Associate Professor, Butler University on 5/19/22

It would be extremely difficult for a book of clinical cases to comprehensively cover all of medicine, and this text does not try. Rather, it provides cases related to common medical problems and introduces them in a way that allows for various... read more

Comprehensiveness rating: 4 see less

The narrative form of the cases is less subject to issues of accuracy than a more content-based book would be. That said, the cases are realistic and reasonable, avoiding being too mundane or too extreme.

These cases are narrative and do not include many specific mentions of drugs, dosages, or other aspects of clinical care that may grow/evolve as guidelines change. For this reason, the cases should be “evergreen” and can be modified to suit different types of learners.

Clarity rating: 4

The text is written in very accessible language and avoids heavy use of technical language. Depending on the level of learner, this might even be too simplistic and omit some details that would be needed for physicians, pharmacists, and others to make nuanced care decisions.

The format is very consistent with clear labeling at transition points.

The authors point out in the introductory materials that this text is designed to be used in a modular fashion. Further, they have built in opportunities to customize each cases, such as giving dates of birth at “19xx” to allow for adjustments based on instructional objectives, etc.

The organization is very easy to follow.

I did not identify any issues in navigating the text.

The text contains no grammatical errors, though the language is a little stiff/unrealistic in some cases.

Cases involve patients and members of the care team that are of varying ages, genders, and racial/ethnic backgrounds

Reviewed by Trina Larery, Assistant Professor, Pittsburg State University on 4/5/22

The book covers common scenarios, providing allied health students insight into common health issues. The information in the book is thorough and easily modified if needed to include other scenarios not listed. The material was easy to understand... read more

Content Accuracy rating: 4

The treatments were explained and rationales were given, which can be very helpful to facilitate effective learning for a nursing student or novice nurse. The case studies were accurate in explanation. The DVT case study incorrectly identifies the location of the clot in the popliteal artery instead of in the vein.

The content is relevant to a variety of different types of health care providers and due to the general nature of the cases, will remain relevant over time. Updates should be made annually to the hyperlinks and to assure current standard of practice is still being met.

Clear, simple and easy to read.

Consistent with healthcare terminology and framework throughout all eight case studies.

The text is modular. Cases can be used individually within a unit on the given disease process or relevant sections of a case could be used to illustrate a specific point providing great flexibility. The appendix is helpful in locating content specific to a certain diagnosis or a certain type of health care provider.

The book is well organized, presenting in a logical clear fashion. The appendix allows the student to move about the case study without difficulty.

The interface is easy and simple to navigate. Some links to external sources might need to be updated regularly since those links are subject to change based on current guidelines. A few hyperlinks had "page not found".

Few grammatical errors were noted in text.

The case studies include people of different ethnicities, socioeconomic status, ages, and genders to make this a very useful book.

I enjoyed reading the text. It was interesting and relevant to today's nursing student. There are roughly 25 broken online links or "pages not found", care needs to be taken to update at least annually and assure links are valid and utilizing the most up to date information.

Reviewed by Benjamin Silverberg, Associate Professor/Clinician, West Virginia University on 3/24/22

Comprehensiveness rating: 3 see less

The appendix reviews the "key roles" and medical venues found in all 8 cases, but is fairly spartan on medical content. The table of contents at the beginning only lists the cases and locations of care. It can be a little tricky to figure out what is going on where, especially since each case is largely conversation-based. Since this presents 8 cases (really 7 with one being expanded upon), there are many medical topics (and venues) that are not included. It's impossible to include every kind of situation, but I'd love to see inclusion of sexual health, renal pathology, substance abuse, etc.

Though there are differences in how care can be delivered based on personal style, changing guidelines, available supplies, etc, the medical accuracy seems to be high. I did not detect bias or industry influence.

Relevance/Longevity rating: 4

Medications are generally listed as generics, with at least current dosing recommendations. The text gives a picture of what care looks like currently, but will be a little challenging to update based on new guidelines (ie, it can be hard to find the exact page in which a medication is dosed/prescribed). Even if the text were to be a little out of date, an instructor can use that to point out what has changed (and why).

Clear text, usually with definitions of medical slang or higher-tier vocabulary. Minimal jargon and there are instances where the "characters" are sorting out the meaning as well, making it accessible for new learners, too.

Overall, the style is consistent between cases - largely broken up into scenes and driven by conversation rather than descriptions of what is happening.

There are 8 (well, again, 7) cases which can be reviewed in any order. Case #2 builds upon #1, which is intentional and a good idea, though personally I would have preferred one case to have different possible outcomes or even a recurrence of illness. Each scene within a case is reasonably short.

Organization/Structure/Flow rating: 4

These cases are modular and don't really build on concepts throughout. As previously stated, case #2 builds upon #1, but beyond that, there is no progression. (To be sure, the authors suggest using case #1 for newer learners and #2 for more advanced ones.) The text would benefit from thematic grouping, a longer introduction and debriefing for each case (there are learning objectives but no real context in medical education nor questions to reflect on what was just read), and progressively-increasing difficulty in medical complexity, ethics, etc.

I used the PDF version and had no interface issues. There are minimal photographs and charts. Some words are marked in blue but those did not seem to be hyperlinked anywhere.

No noticeable errors in grammar, spelling, or formatting were noted.

I appreciate that some diversity of age and ethnicity were offered, but this could be improved. There were Canadian Indian and First Nations patients, for example, as well as other characters with implied diversity, but there didn't seem to be any mention of gender diverse or non-heterosexual people, or disabilities. The cases tried to paint family scenes (the first patient's dog was fairly prominently mentioned) to humanize them. Including more cases would allow for more opportunities to include sex/gender minorities, (hidden) disabilities, etc.

The text (originally from 2017) could use an update. It could be used in conjunction with other Open Texts, as a compliment to other coursework, or purely by itself. The focus is meant to be on improving communication, but there are only 3 short pages at the beginning of the text considering those issues (which are really just learning objectives). In addition to adding more cases and further diversity, I personally would love to see more discussion before and after the case to guide readers (and/or instructors). I also wonder if some of the ambiguity could be improved by suggesting possible health outcomes - this kind of counterfactual comparison isn't possible in real life and could be really interesting in a text. Addition of comprehension/discussion questions would also be worthwhile.

Reviewed by Danielle Peterson, Assistant Professor, University of Saint Francis on 12/31/21

This text provides readers with 8 case studies which include both chronic and acute healthcare issues. Although not comprehensive in regard to types of healthcare conditions, it provides a thorough look at the communication between healthcare workers in acute hospital settings. The cases are primarily set in the inpatient hospital setting, so the bulk of the clinical information is basic emergency care and inpatient protocol: vitals, breathing, medication management, etc. The text provides a table of contents at opening of the text and a handy appendix at the conclusion of the text that outlines each case’s issue(s), scenario, and healthcare roles. No index or glossary present.

Although easy to update, it should be noted that the cases are taking place in a Canadian healthcare system. Terms may be unfamiliar to some students including “province,” “operating theatre,” “physio/physiotherapy,” and “porter.” Units of measurement used include Celsius and meters. Also, the issue of managed care, health insurance coverage, and length of stay is missing for American students. These are primary issues that dictate much of the healthcare system in the US and a primary job function of social workers, nurse case managers, and medical professionals in general. However, instructors that wish to add this to the case studies could do so easily.

The focus of this text is on healthcare communication which makes it less likely to become obsolete. Much of the clinical information is stable healthcare practice that has been standard of care for quite some time. Nevertheless, given the nature of text, updates would be easy to make. Hyperlinks should be updated to the most relevant and trustworthy sources and checked frequently for effectiveness.

The spacing that was used to note change of speaker made for ease of reading. Although unembellished and plain, I expect students to find this format easy to digest and interesting, especially since the script is appropriately balanced with ‘human’ qualities like the current TV shows and songs, the use of humor, and nonverbal cues.

A welcome characteristic of this text is its consistency. Each case is presented in a similar fashion and the roles of the healthcare team are ‘played’ by the same character in each of the scenarios. This allows students to see how healthcare providers prioritize cases and juggle the needs of multiple patients at once. Across scenarios, there was inconsistency in when clinical terms were hyperlinked.

The text is easily divisible into smaller reading sections. However, since the nature of the text is script-narrative format, if significant reorganization occurs, one will need to make sure that the communication of the script still makes sense.

The text is straightforward and presented in a consistent fashion: learning objectives, case history, a script of what happened before the patient enters the healthcare setting, and a script of what happens once the patient arrives at the healthcare setting. The authors use the term, “ideal interactions,” and I would agree that these cases are in large part, ‘best case scenarios.’ Due to this, the case studies are well organized, clear, logical, and predictable. However, depending on the level of student, instructors may want to introduce complications that are typical in the hospital setting.

The interface is pleasing and straightforward. With exception to the case summary and learning objectives, the cases are in narrative, script format. Each case study supplies a photo of the ‘patient’ and one of the case studies includes a link to a 3-minute video that introduces the reader to the patient/case. One of the highlights of this text is the use of hyperlinks to various clinical practices (ABG, vital signs, transfer of patient). Unfortunately, a majority of the links are broken. However, since this is an open text, instructors can update the links to their preference.

Although not free from grammatical errors, those that were noticed were minimal and did not detract from reading.

Cultural Relevance rating: 4

Cultural diversity is visible throughout the patients used in the case studies and includes factors such as age, race, socioeconomic status, family dynamics, and sexual orientation. A moderate level of diversity is noted in the healthcare team with some stereotypes: social workers being female, doctors primarily male.

As a social work instructor, I was grateful to find a text that incorporates this important healthcare role. I would have liked to have seen more content related to advance directives, mediating decision making between the patient and care team, emotional and practical support related to initial diagnosis and discharge planning, and provision of support to colleagues, all typical roles of a medical social worker. I also found it interesting that even though social work was included in multiple scenarios, the role was only introduced on the learning objectives page for the oncology case.

Reviewed by Crystal Wynn, Associate Professor, Virginia State University on 7/21/21

The text covers a variety of chronic diseases within the cases; however, not all of the common disease states were included within the text. More chronic diseases need to be included such as diabetes, cancer, and renal failure. Not all allied health care team members are represented within the case study. Key terms appear throughout the case study textbook and readers are able to click on a hyperlink which directs them to the definition and an explanation of the key term.

Content is accurate, error-free and unbiased.

The content is up-to-date, but not in a way that will quickly make the text obsolete within a short period of time. The text is written and/or arranged in such a way that necessary updates will be relatively easy and straightforward to implement.

The text is written in lucid, accessible prose, and provides adequate context for any jargon/technical terminology used

The text is internally consistent in terms of terminology and framework.

The text is easily and readily divisible into smaller reading sections that can be assigned at different points within the course. Each case can be divided into a chronic disease state unit, which will allow the reader to focus on one section at a time.

Organization/Structure/Flow rating: 3

The topics in the text are presented in a logical manner. Each case provides an excessive amount of language that provides a description of the case. The cases in this text reads more like a novel versus a clinical textbook. The learning objectives listed within each case should be in the form of questions or activities that could be provided as resources for instructors and teachers.

Interface rating: 3

There are several hyperlinks embedded within the textbook that are not functional.

The text contains no grammatical errors.

Cultural Relevance rating: 3

The text is not culturally insensitive or offensive in any way. More examples of cultural inclusiveness is needed throughout the textbook. The cases should be indicative of individuals from a variety of races and ethnicities.

Reviewed by Rebecca Hillary, Biology Instructor, Portland Community College on 6/15/21

This textbook consists of a collection of clinical case studies that can be applicable to a wide range of learning environments from supplementing an undergraduate Anatomy and Physiology Course, to including as part of a Medical or other health care program. I read the textbook in E-reader format and this includes hyperlinks that bring the students to subsequent clinical study if the book is being used in a clinical classroom. This book is significantly more comprehensive in its approach from other case studies I have read because it provides a bird’s eye view of the many clinicians, technicians, and hospital staff working with one patient. The book also provides real time measurements for patients that change as they travel throughout the hospital until time of discharge.

Each case gave an accurate sense of the chaos that would be present in an emergency situation and show how the conditions affect the practitioners as well as the patients. The reader gets an accurate big picture--a feel for each practitioner’s point of view as well as the point of view of the patient and the patient’s family as the clock ticks down and the patients are subjected to a number of procedures. The clinical information contained in this textbook is all in hyperlinks containing references to clinical skills open text sources or medical websites. I did find one broken link on an external medical resource.

The diseases presented are relevant and will remain so. Some of the links are directly related to the Canadian Medical system so they may not be applicable to those living in other regions. Clinical links may change over time but the text itself will remain relevant.

Each case study clearly presents clinical data as is it recorded in real time.

Each case study provides the point of view of several practitioners and the patient over several days. While each of the case studies covers different pathology they all follow this same format, several points of view and data points, over a number of days.

The case studies are divided by days and this was easy to navigate as a reader. It would be easy to assign one case study per body system in an Anatomy and Physiology course, or to divide them up into small segments for small in class teaching moments.

The topics are presented in an organized way showing clinical data over time and each case presents a large number of view points. For example, in the first case study, the patient is experiencing difficulty breathing. We follow her through several days from her entrance to the emergency room. We meet her X Ray Technicians, Doctor, Nurses, Medical Assistant, Porter, Physiotherapist, Respiratory therapist, and the Lab Technicians running her tests during her stay. Each practitioner paints the overall clinical picture to the reader.

I found the text easy to navigate. There were not any figures included in the text, only clinical data organized in charts. The figures were all accessible via hyperlink. Some figures within the textbook illustrating patient scans could have been helpful but I did not have trouble navigating the links to visualize the scans.

I did not see any grammatical errors in the text.

The patients in the text are a variety of ages and have a variety of family arrangements but there is not much diversity among the patients. Our seven patients in the eight case studies are mostly white and all cis gendered.

Some of the case studies, for example the heart failure study, show clinical data before and after drug treatments so the students can get a feel for mechanism in physiological action. I also liked that the case studies included diet and lifestyle advice for the patients rather than solely emphasizing these pharmacological interventions. Overall, I enjoyed reading through these case studies and I plan to utilize them in my Anatomy and Physiology courses.

Reviewed by Richard Tarpey, Assistant Professor, Middle Tennessee State University on 5/11/21

As a case study book, there is no index or glossary. However, medical and technical terms provide a useful link to definitions and explanations that will prove useful to students unfamiliar with the terms. The information provided is appropriate for entry-level health care students. The book includes important health problems, but I would like to see coverage of at least one more chronic/lifestyle issue such as diabetes. The book covers adult issues only.

Content is accurate without bias

The content of the book is relevant and up-to-date. It addresses conditions that are prevalent in today's population among adults. There are no pediatric cases, but this does not significantly detract from the usefulness of the text. The format of the book lends to easy updating of data or information.

The book is written with clarity and is easy to read. The writing style is accessible and technical terminology is explained with links to more information.

Consistency is present. Lack of consistency is typically a problem with case study texts, but this book is consistent with presentation, format, and terminology throughout each of the eight cases.

The book has high modularity. Each of the case studies can be used independently from the others providing flexibility. Additionally, each case study can be partitioned for specific learning objectives based on the learning objectives of the course or module.

The book is well organized, presenting students conceptually with differing patient flow patterns through a hospital. The patient information provided at the beginning of each case is a wonderful mechanism for providing personal context for the students as they consider the issues. Many case studies focus on the problem and the organization without students getting a patient's perspective. The patient perspective is well represented in these cases.

The navigation through the cases is good. There are some terminology and procedure hyperlinks within the cases that do not work when accessed. This is troubling if you intend to use the text for entry-level health care students since many of these links are critical for a full understanding of the case.

There are some non-US variants of spelling and a few grammatical errors, but these do not detract from the content of the messages of each case.

The book is inclusive of differing backgrounds and perspectives. No insensitive or offensive references were found.

I like this text for its application flexibility. The book is useful for non-clinical healthcare management students to introduce various healthcare-related concepts and terminology. The content is also helpful for the identification of healthcare administration managerial issues for students to consider. The book has many applications.

Reviewed by Paula Baldwin, Associate Professor/Communication Studies, Western Oregon University on 5/10/21

The different case studies fall on a range, from crisis care to chronic illness care. read more

The different case studies fall on a range, from crisis care to chronic illness care.

The contents seems to be written as they occurred to represent the most complete picture of each medical event's occurence.

These case studies are from the Canadian medical system, but that does not interfere with it's applicability.

It is written for a medical audience, so the terminology is mostly formal and technical.

Some cases are shorter than others and some go in more depth, but it is not problematic.

The eight separate case studies is the perfect size for a class in the quarter system. You could combine this with other texts, videos or learning modalities, or use it alone.

As this is a case studies book, there is not a need for a logical progression in presentation of topics.

No problems in terms of interface.

I have not seen any grammatical errors.

I did not see anything that was culturally insensitive.

I used this in a Health Communication class and it has been extraordinarily successful. My studies are analyzing the messaging for the good, the bad, and the questionable. The case studies are widely varied and it gives the class insights into hospital experiences, both front and back stage, that they would not normally be able to examine. I believe that because it is based real-life medical incidents, my students are finding the material highly engaging.

Reviewed by Marlena Isaac, Instructor, Aiken Technical College on 4/23/21

This text is great to walk through patient care with entry level healthcare students. The students are able to take in the information, digest it, then provide suggestions to how they would facilitate patient healing. Then when they are faced with... read more

The case studies provided accurate information that relates to the named disease.

It is relevant to health care studies and the development of critical thinking.

Cases are straightforward with great clinical information.

Clinical information is provided concisely.

Appropriate for clinical case study.

Presented to facilitate information gathering.

Takes a while to navigate in the browser.

Cultural Relevance rating: 1

Text lacks adequate representation of minorities.

Reviewed by Kim Garcia, Lecturer III, University of Texas Rio Grande Valley on 11/16/20

The book has 8 case studies, so obviously does not cover the whole of medicine, but the cases provided are descriptive and well developed. Cases are presented at different levels of difficulty, making the cases appropriate for students at different levels of clinical knowledge. The human element of both patient and health care provider is well captured. The cases are presented with a focus on interprofessional interaction and collaboration, more so than teaching medical content.

Content is accurate and un-biased. No errors noted. Most diagnostic and treatment information is general so it will remain relevant over time. The content of these cases is more appropriate for teaching interprofessional collaboration and less so for teaching the medical care for each diagnosis.

The content is relevant to a variety of different types of health care providers (nurses, radiologic technicians, medical laboratory personnel, etc) and due to the general nature of the cases, will remain relevant over time.

Easy to read. Clear headings are provided for sections of each case study and these section headings clearly tell when time has passed or setting has changed. Enough description is provided to help set the scene for each part of the case. Much of the text is written in the form of dialogue involving patient, family and health care providers, making it easy to adapt for role play. Medical jargon is limited and links for medical terms are provided to other resources that expound on medical terms used.

The text is consistent in structure of each case. Learning objectives are provided. Cases generally start with the patient at home and move with the patient through admission, testing and treatment, using a variety of healthcare services and encountering a variety of personnel.

The text is modular. Cases could be used individually within a unit on the given disease process or relevant sections of a case could be used to illustrate a specific point. The appendix is helpful in locating content specific to a certain diagnosis or a certain type of health care provider.

Each case follows a patient in a logical, chronologic fashion. A clear table of contents and appendix are provided which allows the user to quickly locate desired content. It would be helpful if the items in the table of contents and appendix were linked to the corresponding section of the text.

The hyperlinks to content outside this book work, however using the back arrow on your browser returns you to the front page of the book instead of to the point at which you left the text. I would prefer it if the hyperlinks opened in a new window or tab so closing that window or tab would leave you back where you left the text.

No grammatical errors were noted.

The text is culturally inclusive and appropriate. Characters, both patients and care givers are of a variety of races, ethnicities, ages and backgrounds.

I enjoyed reading the cases and reviewing this text. I can think of several ways in which I will use this content.

Reviewed by Raihan Khan, Instructor/Assistant Professor, James Madison University on 11/3/20

The book contains several important health issues, however still missing some chronic health issues that the students should learn before they join the workforce, such as diabetes-related health issues suffered by the patients. read more

The health information contained in the textbook is mostly accurate.

I think the book is written focusing on the current culture and health issues faced by the patients. To keep the book relevant in the future, the contexts especially the culture/lifestyle/health care modalities, etc. would need to be updated regularly.

The language is pretty simple, clear, and easy to read.

There is no complaint about consistency. One of the main issues of writing a book, consistency was well managed by the authors.

The book is easy to explore based on how easy the setup is. Students can browse to the specific section that they want to read without much hassle of finding the correct information.

The organization is simple but effective. The authors organized the book based on what can happen in a patient's life and what possible scenarios students should learn about the disease. From that perspective, the book does a good job.

The interface is easy and simple to navigate. Some links to external sources might need to be updated regularly since those links are subject to change that is beyond the author's control. It's frustrating for the reader when the external link shows no information.

The book is free of any major language and grammatical errors.

The book might do a little better in cultural competency. e.g. Last name Singh is mainly for Sikh people. In the text Harj and Priya Singh are Muslim. the authors can consult colleagues who are more familiar with those cultures and revise some cultural aspects of the cases mentioned in the book.

The book is a nice addition to the open textbook world. Hope to see more health issues covered by the book.

Reviewed by Ryan Sheryl, Assistant Professor, California State University, Dominguez Hills on 7/16/20

This text contains 8 medical case studies that reflect best practices at the time of publication. The text identifies 5 overarching learning objectives: interprofessional collaboration, client centered care, evidence-based practice, quality improvement, and informatics. While the case studies do not cover all medical conditions or bodily systems, the book is thorough in conveying details of various patients and medical team members in a hospital environment. Rather than an index or glossary at the end of the text, it contains links to outside websites for more information on medical tests and terms referenced in the cases.

The content provided is reflective of best practices in patient care, interdisciplinary collaboration, and communication at the time of publication. It is specifically accurate for the context of hospitals in Canada. The links provided throughout the text have the potential to supplement with up-to-date descriptions and definitions, however, many of them are broken (see notes in Interface section).

The content of the case studies reflects the increasingly complex landscape of healthcare, including a variety of conditions, ages, and personal situations of the clients and care providers. The text will require frequent updating due to the rapidly changing landscape of society and best practices in client care. For example, a future version may include inclusive practices with transgender clients, or address ways medical racism implicitly impacts client care (see notes in Cultural Relevance section).

The text is written clearly and presents thorough, realistic details about working and being treated in an acute hospital context.

The text is very straightforward. It is consistent in its structure and flow. It uses consistent terminology and follows a structured framework throughout.

Being a series of 8 separate case studies, this text is easily and readily divisible into smaller sections. The text was designed to be taken apart and used piece by piece in order to serve various learning contexts. The parts of each case study can also be used independently of each other to facilitate problem solving.

The topics in the case studies are presented clearly. The structure of each of the case studies proceeds in a similar fashion. All of the cases are set within the same hospital so the hospital personnel and service providers reappear across the cases, giving a textured portrayal of the experiences of the various service providers. The cases can be used individually, or one service provider can be studied across the various studies.

The text is very straightforward, without complex charts or images that could become distorted. Many of the embedded links are broken and require updating. The links that do work are a very useful way to define and expand upon medical terms used in the case studies.

Grammatical errors are minimal and do not distract from the flow of the text. In one instance the last name Singh is spelled Sing, and one patient named Fred in the text is referred to as Frank in the appendix.

The cases all show examples of health care personnel providing compassionate, client-centered care, and there is no overt discrimination portrayed. Two of the clients are in same-sex marriages and these are shown positively. It is notable, however, that the two cases presenting people of color contain more negative characteristics than the other six cases portraying Caucasian people. The people of color are the only two examples of clients who smoke regularly. In addition, the Indian client drinks and is overweight, while the First Nations client is the only one in the text to have a terminal diagnosis. The Indian client is identified as being Punjabi and attending a mosque, although there are only 2% Muslims in the Punjab province of India. Also, the last name Singh generally indicates a person who is a Hindu or Sikh, not Muslim.

Reviewed by Monica LeJeune, RN Instructor, LSUE on 4/24/20

Has comprehensive unfolding case studies that guide the reader to recognize and manage the scenario presented. Assists in critical thinking process. read more

Has comprehensive unfolding case studies that guide the reader to recognize and manage the scenario presented. Assists in critical thinking process.

Accurately presents health scenarios with real life assessment techniques and patient outcomes.

Relevant to nursing practice.

Clearly written and easily understood.

Consistent with healthcare terminology and framework

Has a good reading flow.

Topics presented in logical fashion

Easy to read.

No grammatical errors noted.

Text is not culturally insensitive or offensive.

Good book to have to teach nursing students.

Reviewed by april jarrell, associate professor, J. Sargeant Reynolds Community College on 1/7/20

The text is a great case study tool that is appropriate for nursing school instructors to use in aiding students to learn the nursing process. read more

The text is a great case study tool that is appropriate for nursing school instructors to use in aiding students to learn the nursing process.

The content is accurate and evidence based. There is no bias noted

The content in the text is relevant, up to date for nursing students. It will be easy to update content as needed because the framework allows for addition to the content.

The text is clear and easy to understand.

Framework and terminology is consistent throughout the text; the case study is a continual and takes the student on a journey with the patient. Great for learning!

The case studies can be easily divided into smaller sections to allow for discussions, and weekly studies.

The text and content progress in a logical, clear fashion allowing for progression of learning.

No interface issues noted with this text.

No grammatical errors noted in the text.

No racial or culture insensitivity were noted in the text.

I would recommend this text be used in nursing schools. The use of case studies are helpful for students to learn and practice the nursing process.

Reviewed by Lisa Underwood, Practical Nursing Instructor, NTCC on 12/3/19

The text provides eight comprehensive case studies that showcase the different viewpoints of the many roles involved in patient care. It encompasses the most common seen diagnoses seen across healthcare today. Each case study comes with its own set of learning objectives that can be tweaked to fit several allied health courses. Although the case studies are designed around the Canadian Healthcare System, they are quite easily adaptable to fit most any modern, developed healthcare system.

Content Accuracy rating: 3

Overall, the text is quite accurate. There is one significant error that needs to be addressed. It is located in the DVT case study. In the study, a popliteal artery clot is mislabeled as a DVT. DVTs are located in veins, not in arteries. That said, the case study on the whole is quite good. This case study could be used as a learning tool in the classroom for discussion purposes or as a way to test student understanding of DVTs, on example might be, "Can they spot the error?"

At this time, all of the case studies within the text are current. Healthcare is an ever evolving field that rests on the best evidence based practice. Keeping that in mind, educators can easily adapt the studies as the newest evidence emerges and changes practice in healthcare.

All of the case studies are well written and easy to understand. The text includes several hyperlinks and it also highlights certain medical terminology to prompt readers as a way to enhance their learning experience.

Across the text, the language, style, and format of the case studies are completely consistent.

The text is divided into eight separate case studies. Each case study may be used independently of the others. All case studies are further broken down as the focus patient passes through each aspect of their healthcare system. The text's modularity makes it possible to use a case study as individual work, group projects, class discussions, homework or in a simulation lab.

The case studies and the diagnoses that they cover are presented in such a way that educators and allied health students can easily follow and comprehend.

The book in itself is free of any image distortion and it prints nicely. The text is offered in a variety of digital formats. As noted in the above reviews, some of the hyperlinks have navigational issues. When the reader attempts to access them, a "page not found" message is received.

There were minimal grammatical errors. Some of which may be traced back to the differences in our spelling.

The text is culturally relevant in that it includes patients from many different backgrounds and ethnicities. This allows educators and students to explore cultural relevance and sensitivity needs across all areas in healthcare. I do not believe that the text was in any way insensitive or offensive to the reader.

By using the case studies, it may be possible to have an open dialogue about the differences noted in healthcare systems. Students will have the ability to compare and contrast the Canadian healthcare system with their own. I also firmly believe that by using these case studies, students can improve their critical thinking skills. These case studies help them to "put it all together".

Reviewed by Melanie McGrath, Associate Professor, TRAILS on 11/29/19

The text covered some of the most common conditions seen by healthcare providers in a hospital setting, which forms a solid general base for the discussions based on each case. read more

The text covered some of the most common conditions seen by healthcare providers in a hospital setting, which forms a solid general base for the discussions based on each case.

I saw no areas of inaccuracy

As in all healthcare texts, treatments and/or tests will change frequently. However, everything is currently up-to-date thus it should be a good reference for several years.

Each case is written so that any level of healthcare student would understand. Hyperlinks in the text is also very helpful.

All of the cases are written in a similar fashion.

Although not structured as a typical text, each case is easily assigned as a stand-alone.

Each case is organized clearly in an appropriate manner.

I did not see any issues.

I did not see any grammatical errors

The text seemed appropriately inclusive. There are no pediatric cases and no cases of intellectually-impaired patients, but those types of cases introduce more advanced problem-solving which perhaps exceed the scope of the text. May be a good addition to the text.

I found this text to be an excellent resource for healthcare students in a variety of fields. It would be best utilized in inter professional courses to help guide discussion.

Reviewed by Lynne Umbarger, Clinical Assistant Professor, Occupational Therapy, Emory and Henry College on 11/26/19

While the book does not cover every scenario, the ones in the book are quite common and troublesome for inexperienced allied health students. The information in the book is thorough enough, and I have found the cases easy to modify for educational purposes. The material was easily understood by the students but challenging enough for classroom discussion. There are no mentions in the book about occupational therapy, but it is easy enough to add a couple words and make inclusion simple.

Very nice lab values are provided in the case study, making it more realistic for students.

These case studies focus on commonly encountered diagnoses for allied health and nursing students. They are comprehensive, realistic, and easily understood. The only difference is that the hospital in one case allows the patient's dog to visit in the room (highly unusual in US hospitals).

The material is easily understood by allied health students. The cases have links to additional learning materials for concepts that may be less familiar or should be explored further in a particular health field.

The language used in the book is consistent between cases. The framework is the same with each case which makes it easier to locate areas that would be of interest to a particular allied health profession.

The case studies are comprehensive but well-organized. They are short enough to be useful for class discussion or a full-blown assignment. The students seem to understand the material and have not expressed that any concepts or details were missing.

Each case is set up like the other cases. There are learning objectives at the beginning of each case to facilitate using the case, and it is easy enough to pull out material to develop useful activities and assignments.

There is a quick chart in the Appendix to allow the reader to determine the professions involved in each case as well as the pertinent settings and diagnoses for each case study. The contents are easy to access even while reading the book.

As a person who attends carefully to grammar, I found no errors in all of the material I read in this book.

There are a greater number of people of different ethnicities, socioeconomic status, ages, and genders to make this a very useful book. With each case, I could easily picture the person in the case. This book appears to be Canadian and more inclusive than most American books.

I was able to use this book the first time I accessed it to develop a classroom activity for first-year occupational therapy students and a more comprehensive activity for second-year students. I really appreciate the links to a multitude of terminology and medical lab values/issues for each case. I will keep using this book.

Reviewed by Cindy Krentz, Assistant Professor, Metropolitan State University of Denver on 6/15/19

The book covers eight case studies of common inpatient or emergency department scenarios. I appreciated that they had written out the learning objectives. I liked that the patient was described before the case was started, giving some understanding of the patient's background. I think it could benefit from having a glossary. I liked how the authors included the vital signs in an easily readable bar. I would have liked to see the labs also highlighted like this. I also felt that it would have been good written in a 'what would you do next?' type of case study.

The book is very accurate in language, what tests would be prudent to run and in the day in the life of the hospital in all cases. One inaccuracy is that the authors called a popliteal artery clot a DVT. The rest of the DVT case study was great, though, but the one mistake should be changed.

The book is up to date for now, but as tests become obsolete and new equipment is routinely used, the book ( like any other health textbook) will need to be updated. It would be easy to change, however. All that would have to happen is that the authors go in and change out the test to whatever newer, evidence-based test is being utilized.

The text is written clearly and easy to understand from a student's perspective. There is not too much technical jargon, and it is pretty universal when used- for example DVT for Deep Vein Thrombosis.

The book is consistent in language and how it is broken down into case studies. The same format is used for highlighting vital signs throughout the different case studies. It's great that the reader does not have to read the book in a linear fashion. Each case study can be read without needing to read the others.

The text is broken down into eight case studies, and within the case studies is broken down into days. It is consistent and shows how the patient can pass through the different hospital departments (from the ER to the unit, to surgery, to home) in a realistic manner. The instructor could use one or more of the case studies as (s)he sees fit.

The topics are eight different case studies- and are presented very clearly and organized well. Each one is broken down into how the patient goes through the system. The text is easy to follow and logical.

The interface has some problems with the highlighted blue links. Some of them did not work and I got a 'page not found' message. That can be frustrating for the reader. I'm wondering if a glossary could be utilized (instead of the links) to explain what some of these links are supposed to explain.

I found two or three typos, I don't think they were grammatical errors. In one case I think the Canadian spelling and the United States spelling of the word are just different.

This is a very culturally competent book. In today's world, however, one more type of background that would merit delving into is the trans-gender, GLBTQI person. I was glad that there were no stereotypes.

I enjoyed reading the text. It was interesting and relevant to today's nursing student. Since we are becoming more interprofessional, I liked that we saw what the phlebotomist and other ancillary personnel (mostly different technicians) did. I think that it could become even more interdisciplinary so colleges and universities could have more interprofessional education- courses or simulations- with the addition of the nurse using social work, nutrition, or other professional health care majors.

Reviewed by Catherine J. Grott, Interim Director, Health Administration Program, TRAILS on 5/5/19

The book is comprehensive but is specifically written for healthcare workers practicing in Canada. The title of the book should reflect this. read more

The book is comprehensive but is specifically written for healthcare workers practicing in Canada. The title of the book should reflect this.

The book is accurate, however it has numerous broken online links.

Relevance/Longevity rating: 3

The content is very relevant, but some links are out-dated. For example, WHO Guidelines for Safe Surgery 2009 (p. 186) should be updated.

The book is written in clear and concise language. The side stories about the healthcare workers make the text interesting.

The book is consistent in terms of terminology and framework. Some terms that are emphasized in one case study are not emphasized (with online links) in the other case studies. All of the case studies should have the same words linked to online definitions.

Modularity rating: 3

The book can easily be parsed out if necessary. However, the way the case studies have been written, it's evident that different authors contributed singularly to each case study.

The organization and flow are good.

Interface rating: 1

There are numerous broken online links and "pages not found."

The grammar and punctuation are correct. There are two errors detected: p. 120 a space between the word "heart" and the comma; also a period is needed after Dr (p. 113).

I'm not quite sure that the social worker (p. 119) should comment that the patient and partner are "very normal people."

There are roughly 25 broken online links or "pages not found." The BC & Canadian Guidelines (p. 198) could also include a link to US guidelines to make the text more universal . The basilar crackles (p. 166) is very good. Text could be used compare US and Canadian healthcare. Text could be enhanced to teach "soft skills" and interdepartmental communication skills in healthcare.

Reviewed by Lindsey Henry, Practical Nursing Instructor, Fletcher on 5/1/19

I really appreciated how in the introduction, five learning objectives were identified for students. These objectives are paramount in nursing care and they are each spelled out for the learner. Each Case study also has its own learning... read more

As a seasoned nurse, I believe that the content regarding pathophysiology and treatments used in the case studies were accurate. I really appreciated how many of the treatments were also explained and rationales were given, which can be very helpful to facilitate effective learning for a nursing student or novice nurse.

The case studies are up to date and correlate with the current time period. They are easily understood.

I really loved how several important medical terms, including specific treatments were highlighted to alert the reader. Many interventions performed were also explained further, which is great to enhance learning for the nursing student or novice nurse. Also, with each scenario, a background and history of the patient is depicted, as well as the perspectives of the patient, patients family member, and the primary nurse. This really helps to give the reader a full picture of the day in the life of a nurse or a patient, and also better facilitates the learning process of the reader.

These case studies are consistent. They begin with report, the patient background or updates on subsequent days, and follow the patients all the way through discharge. Once again, I really appreciate how this book describes most if not all aspects of patient care on a day to day basis.

Each case study is separated into days. While they can be divided to be assigned at different points within the course, they also build on each other. They show trends in vital signs, what happens when a patient deteriorates, what happens when they get better and go home. Showing the entire process from ER admit to discharge is really helpful to enhance the students learning experience.

The topics are all presented very similarly and very clearly. The way that the scenarios are explained could even be understood by a non-nursing student as well. The case studies are very clear and very thorough.

The book is very easy to navigate, prints well on paper, and is not distorted or confusing.

I did not see any grammatical errors.

Each case study involves a different type of patient. These differences include race, gender, sexual orientation and medical backgrounds. I do not feel the text was offensive to the reader.

I teach practical nursing students and after reading this book, I am looking forward to implementing it in my classroom. Great read for nursing students!

Reviewed by Leah Jolly, Instructor, Clinical Coordinator, Oregon Institute of Technology on 4/10/19

Good variety of cases and pathologies covered. read more

Good variety of cases and pathologies covered.

Content Accuracy rating: 2

Some examples and scenarios are not completely accurate. For example in the DVT case, the sonographer found thrombus in the "popliteal artery", which according to the book indicated presence of DVT. However in DVT, thrombus is located in the vein, not the artery. The patient would also have much different symptoms if located in the artery. Perhaps some of these inaccuracies are just typos, but in real-life situations this simple mistake can make a world of difference in the patient's course of treatment and outcomes.

Good examples of interprofessional collaboration. If only it worked this way on an every day basis!

Clear and easy to read for those with knowledge of medical terminology.

Good consistency overall.

Broken up well.

Topics are clear and logical.

Would be nice to simply click through to the next page, rather than going through the table of contents each time.

Minor typos/grammatical errors.

No offensive or insensitive materials observed.

Reviewed by Alex Sargsyan, Doctor of Nursing Practice/Assistant Professor , East Tennessee State University on 10/8/18

Because of the case study character of the book it does not have index or glossary. However it has summary for each health case study outlining key elements discussed in each case study. read more

Because of the case study character of the book it does not have index or glossary. However it has summary for each health case study outlining key elements discussed in each case study.

Overall the book is accurately depicting the clinical environment. There are numerous references to external sites. While most of them are correct, some of them are not working. For example Homan’s test link is not working "404 error"

Book is relevant in its current version and can be used in undergraduate and graduate classes. That said, the longevity of the book may be limited because of the character of the clinical education. Clinical guidelines change constantly and it may require a major update of the content.

Cases are written very clearly and have realistic description of an inpatient setting.

The book is easy to read and consistent in the language in all eight cases.

The cases are very well written. Each case is subdivided into logical segments. The segments reflect different setting where the patient is being seen. There is a flow and transition between the settings.

Book has eight distinct cases. This is a great format for a book that presents distinct clinical issues. This will allow the students to have immersive experiences and gain better understanding of the healthcare environment.

Book is offered in many different formats. Besides the issues with the links mentioned above, overall navigation of the book content is very smooth.

Book is very well written and has no grammatical errors.

Book is culturally relevant. Patients in the case studies come different cultures and represent diverse ethnicities.

Reviewed by Justin Berry, Physical Therapist Assistant Program Director, Northland Community and Technical College, East Grand Forks, MN on 8/2/18

This text provides eight patient case studies from a variety of diagnoses, which can be utilized by healthcare students from multiple disciplines. The cases are comprehensive and can be helpful for students to determine professional roles, interprofessional roles, when to initiate communication with other healthcare practitioners due to a change in patient status, and treatment ideas. Some additional patient information, such as lab values, would have been beneficial to include.

Case study information is accurate and unbiased.

Content is up to date. The case studies are written in a way so that they will not be obsolete soon, even with changes in healthcare.

The case studies are well written, and can be utilized for a variety of classroom assignments, discussions, and projects. Some additional lab value information for each patient would have been a nice addition.

The case studies are consistently organized to make it easy for the reader to determine the framework.

The text is broken up into eight different case studies for various patient diagnoses. This design makes it highly modular, and would be easy to assign at different points of a course.

The flow of the topics are presented consistently in a logical manner. Each case study follows a patient chronologically, making it easy to determine changes in patient status and treatment options.

The text is free of interface issues, with no distortion of images or charts.

The text is not culturally insensitive or offensive in any way. Patients are represented from a variety of races, ethnicities, and backgrounds

This book would be a good addition for many different health programs.

Reviewed by Ann Bell-Pfeifer, Instructor/Program Director, Minnesota State Community and Technical College on 5/21/18

The book gives a comprehensive overview of many types of cases for patient conditions. Emergency Room patients may arrive with COPD, heart failure, sepsis, pneumonia, or as motor vehicle accident victims. It is directed towards nurses, medical laboratory technologists, medical radiology technologists, and respiratory therapists and their roles in caring for patients. Most of the overview is accurate. One suggestion is to provide an embedded radiologist interpretation of the exams which are performed which lead to the patients diagnosis.

Overall the book is accurate. Would like to see updates related to the addition of direct radiography technology which is commonly used in the hospital setting.

Many aspects of medicine will remain constant. The case studies seem fairly accurate and may be relevant for up to 3 years. Since technology changes so quickly in medicine, the CT and x-ray components may need minor updates within a few years.

The book clarity is excellent.

The case stories are consistent with each scenario. It is easy to follow the structure and learn from the content.

The book is quite modular. It is easy to break it up into cases and utilize them individually and sequentially.

The cases are listed by disease process and follow a logical flow through each condition. They are easy to follow as they have the same format from the beginning to the end of each case.

The interface seems seamless. Hyperlinks are inserted which provide descriptions and references to medical procedures and in depth definitions.

The book is free of most grammatical errors. There is a place where a few words do not fit the sentence structure and could be a typo.

The book included all types of relationships and ethnic backgrounds. One type which could be added is a transgender patient.

I think the book was quite useful for a variety of health care professionals. The authors did an excellent job of integrating patient cases which could be applied to the health care setting. The stories seemed real and relevant. This book could be used to teach health care professionals about integrated care within the emergency department.

Reviewed by Shelley Wolfe, Assistant Professor, Winona State University on 5/21/18

This text is comprised of comprehensive, detailed case studies that provide the reader with multiple character views throughout a patient’s encounter with the health care system. The Table of Contents accurately reflected the content. It should be noted that the authors include a statement that conveys that this text is not like traditional textbooks and is not meant to be read in a linear fashion. This allows the educator more flexibility to use the text as a supplement to enhance learning opportunities.

The content of the text appears accurate and unbiased. The “five overarching learning objectives” provide a clear aim of the text and the educator is able to glean how these objectives are captured into each of the case studies. While written for the Canadian healthcare system, this text is easily adaptable to the American healthcare system.

Overall, the content is up-to-date and the case studies provide a variety of uses that promote longevity of the text. However, not all of the blue font links (if using the digital PDF version) were still in working order. I encountered links that led to error pages or outdated “page not found” websites. While the links can be helpful, continued maintenance of these links could prove time-consuming.

I found the text easy to read and understand. I enjoyed that the viewpoints of all the different roles (patient, nurse, lab personnel, etc.) were articulated well and allowed the reader to connect and gain appreciation of the entire healthcare team. Medical jargon was noted to be appropriate for the intended audience of this text.

The terminology and organization of this text is consistent.

The text is divided into 8 case studies that follow a similar organizational structure. The case studies can further be divided to focus on individual learning objectives. For example, the case studies could be looked at as a whole for discussing communication or could be broken down into segments to focus on disease risk factors.

The case studies in this text follow a similar organizational structure and are consistent in their presentation. The flow of individual case studies is excellent and sets the reader on a clear path. As noted previously, this text is not meant to be read in a linear fashion.

This text is available in many different forms. I chose to review the text in the digital PDF version in order to use the embedded links. I did not encounter significant interface issues and did not find any images or features that would distract or confuse a reader.

No significant grammatical errors were noted.

The case studies in this text included patients and healthcare workers from a variety of backgrounds. Educators and students will benefit from expanding the case studies to include discussions and other learning opportunities to help develop culturally-sensitive healthcare providers.

I found the case studies to be very detailed, yet written in a way in which they could be used in various manners. The authors note a variety of ways in which the case studies could be employed with students; however, I feel the authors could also include that the case studies could be used as a basis for simulated clinical experiences. The case studies in this text would be an excellent tool for developing interprofessional communication and collaboration skills in a variety healthcare students.

Reviewed by Darline Foltz, Assistant Professor, University of Cincinnati - Clermont College on 3/27/18

This book covers all areas listed in the Table of Contents. In addition to the detailed patient case studies, there is a helpful section of "How to Use this Resource". I would like to note that this resource "aligns with the open textbooks... read more

The book appears to be accurate. Although one of the learning outcomes is as follows: "Demonstrate an understanding of the Canadian healthcare delivery system.", I did not find anything that is ONLY specific to the Canadian healthcare delivery system other than some of the terminology, i.e. "porter" instead of "transporter" and a few french words. I found this to make the book more interesting for students rather than deter from it. These are patient case studies that are relevant in any country.

The content is up-to-date. Changes in medical science may occur, i.e. a different test, to treat a diagnosis that is included in one or more of the case studies, however, it would be easy and straightforward to implement these changes.

This book is written in lucid, accessible prose. The technical/medical terminology that is used is appropriate for medical and allied health professionals. Something that would improve this text would to provide a glossary of terms for the terms in blue font.

This book is consistent with current medical terminology

This text is easily divided into each of the 6 case studies. The case studies can be used singly according to the body system being addressed or studied.

Because this text is a collection of case studies, flow doesn't pertain, however the organization and structure of the case studies are excellent as they are clear and easy to read.

There are no distractions in this text that would distract or confuse the reader.

I did not identify any grammatical errors.

This text is not culturally insensitive or offensive in any way and uses patients and healthcare workers that are of a variety of races, ethnicities and backgrounds.

I believe that this text would not only be useful to students enrolled in healthcare professions involved in direct patient care but would also be useful to students in supporting healthcare disciplines such as health information technology and management, medical billing and coding, etc.

Introduction

Case Study #1: Chronic Obstructive Pulmonary Disease (COPD)

Learning Objectives
Patient: Erin Johns
Emergency Room

Case Study #2: Pneumonia

Day 0: Emergency Room
Day 1: Emergency Room
Day 1: Medical Ward
Day 2: Medical Ward
Day 3: Medical Ward
Day 4: Medical Ward

Case Study #3: Unstable Angina (UA)

Patient: Harj Singh

Case Study #4: Heart Failure (HF)

Patient: Meryl Smith
In the Supermarket
Day 0: Medical Ward

Case Study #5: Motor Vehicle Collision (MVC)

Patient: Aaron Knoll
Crash Scene
Operating Room
Post Anaesthesia Care Unit (PACU)
Surgical Ward

Case Study #6: Sepsis

Patient: George Thomas
Sleepy Hollow Care Facility

Case Study #7: Colon Cancer

Patient: Fred Johnson
Two Months Ago
Pre-Surgery Admission

Case Study #8: Deep Vein Thrombosis (DVT)

Patient: Jamie Douglas

Appendix: Overview About the Authors

Ancillary Material

About the book.

Health Case Studies is composed of eight separate health case studies. Each case study includes the patient narrative or story that models the best practice (at the time of publishing) in healthcare settings. Associated with each case is a set of specific learning objectives to support learning and facilitate educational strategies and evaluation.

The case studies can be used online in a learning management system, in a classroom discussion, in a printed course pack or as part of a textbook created by the instructor. This flexibility is intentional and allows the educator to choose how best to convey the concepts presented in each case to the learner.

Because these case studies were primarily developed for an electronic healthcare system, they are based predominantly in an acute healthcare setting. Educators can augment each case study to include primary healthcare settings, outpatient clinics, assisted living environments, and other contexts as relevant.

About the Contributors

Glynda Rees teaches at the British Columbia Institute of Technology (BCIT) in Vancouver, British Columbia. She completed her MSN at the University of British Columbia with a focus on education and health informatics, and her BSN at the University of Cape Town in South Africa. Glynda has many years of national and international clinical experience in critical care units in South Africa, the UK, and the USA. Her teaching background has focused on clinical education, problem-based learning, clinical techniques, and pharmacology.

Glynda‘s interests include the integration of health informatics in undergraduate education, open accessible education, and the impact of educational technologies on nursing students’ clinical judgment and decision making at the point of care to improve patient safety and quality of care.

Faculty member in the critical care nursing program at the British Columbia Institute of Technology (BCIT) since 2003, Rob has been a critical care nurse for over 25 years with 17 years practicing in a quaternary care intensive care unit. Rob is an experienced educator and supports student learning in the classroom, online, and in clinical areas. Rob’s Master of Education from Simon Fraser University is in educational technology and learning design. He is passionate about using technology to support learning for both faculty and students.

Part of Rob’s faculty position is dedicated to providing high fidelity simulation support for BCIT’s nursing specialties program along with championing innovative teaching and best practices for educational technology. He has championed the use of digital publishing and was the tech lead for Critical Care Nursing’s iPad Project which resulted in over 40 multi-touch interactive textbooks being created using Apple and other technologies.

Rob has successfully completed a number of specialist certifications in computer and network technologies. In 2015, he was awarded Apple Distinguished Educator for his innovation and passionate use of technology to support learning. In the past five years, he has presented and published abstracts on virtual simulation, high fidelity simulation, creating engaging classroom environments, and what the future holds for healthcare and education.

Janet Morrison is the Program Head of Occupational Health Nursing at the British Columbia Institute of Technology (BCIT) in Burnaby, British Columbia. She completed a PhD at Simon Fraser University, Faculty of Communication, Art and Technology, with a focus on health information technology. Her dissertation examined the effects of telehealth implementation in an occupational health nursing service. She has an MA in Adult Education from St. Francis Xavier University and an MA in Library and Information Studies from the University of British Columbia.

Janet’s research interests concern the intended and unintended impacts of health information technologies on healthcare students, faculty, and the healthcare workforce.

She is currently working with BCIT colleagues to study how an educational clinical information system can foster healthcare students’ perceptions of interprofessional roles.

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250 Cases in Clinical Medicine 4th Edition

Ideal for use in the ward.
Each of the 250 cases presents a disease or topic which is covered consistently to address:? salient features ? history ? examination ? diagnosis ? questions covering investigations and differentiations ? advanced-level questions ? management.

New to this edition:

Over 350 new images
Enhanced advanced-level questions
Many more tables
ISBN-10 0702033863
ISBN-13 978-0702033865
Edition 4th
Publisher Saunders
Publication date April 3, 2012
Language English
Dimensions 4.25 x 1.5 x 7.25 inches
Print length 928 pages
See all details

Amazon First Reads | Editors' picks at exclusive prices

Editorial Reviews

From reviews of the previous edition:

‘This book is just fantastic, not just for MRCP but for all those who really want to learn how to quickly formulate a diagnosis and management plan for the patients.’

‘This book is the most useful guide that money can buy for the final exams in the current MBChB undergraduate course. It covers important areas of clinical medicine in a question-based format and highlights classical scenarios. … This is a must buy for any undergraduate medical student!’

‘Excellent preparation for finals as well the MRCP. …A must-have before MRCP PACES.’

‘Excellent text, very thorough and often contains a lot more info than needed for approaching finals, but if you ignore all the advanced stuff then it's very good for preparing you for vivas. Lots of questions that can come up in PACES and how to answer them.’

‘This book is a great clinical book. Most questions that come up in clinical skills you will find it in this book. The book is a must during the period that the young doctor or student is on the wards, It covers important areas of clinical medicine in a question-based format and highlights classical scenarios.’

Product details

Publisher ‏ : ‎ Saunders; 4th edition (April 3, 2012)
Language ‏ : ‎ English
Paperback ‏ : ‎ 928 pages
ISBN-10 ‏ : ‎ 0702033863
ISBN-13 ‏ : ‎ 978-0702033865
Item Weight ‏ : ‎ 1.55 pounds
Dimensions ‏ : ‎ 4.25 x 1.5 x 7.25 inches
#552 in General (Books)
#976 in Internal Medicine (Books)
#1,255 in Medical Test Preparation

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R. r. baliga.

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250 Cases in Clinical Medicine

6th Edition - May 26, 2023
Authors: Eirini Kasfiki, Ciaran W P. Kelly
Language: English
Paperback ISBN: 9780323937863 9 7 8 - 0 - 3 2 3 - 9 3 7 8 6 - 3
eBook ISBN: 9780323938136 9 7 8 - 0 - 3 2 3 - 9 3 8 1 3 - 6

This unique book presents a wealth of information on common presentations and illnesses, presented as medical case studies. It is useful for exam preparation, as a quick re… Read more

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This unique book presents a wealth of information on common presentations and illnesses, presented as medical case studies. It is useful for exam preparation, as a quick reference guide for working doctors, and as an interesting read for all those interested in medicine.

250 Clinical Cases covers a wide variety of conditions, providing in-depth insights into the most relevant topics, classified by system. Cases are accompanied by common viva voce examination questions as well as more advanced level questions that will help the reader develop a deeper understanding.

Now in its sixth edition, the book has been fully updated to reflect current evidence and relevance for working doctors. It will help everyone, from medical students to consultants, to find the hidden clinical gems and historical background they need to achieve true clinical excellence.

250 clinical cases in print – provides a comprehensive overview of all relevant topics
Conversational and accessible style – suitable for medical students
Based on the latest evidence – provides an ideal quick reference guide
‘Ward round’ type question and answer section - ideal for exam preparation
Cases alphabetised by system for easy navigation
Easily portable size – fits into any medical bag
An enhanced eBook version is included with purchase. The eBook allows you to access all the text, figures and references, with the ability to search, customize your content, make notes and highlights, and have content read aloud
Instructions for online access
Cover image
Table of Contents
Any screen. Any time. Anywhere
Acknolwedgements
Section I: Respiratory Cases
Chapter 1. Respiratory Case
Instruction
Salient Features
Chapter 2. Asthma
CHAPTER 3. Bronchiectasis
Further Information
CHAPTER 4. Cystic Fibrosis
CHAPTER 5. Chronic Obstructive Pulmonary Disease
CHAPTER 6. Idiopathic Pulmonary Fibrosis
Examination
CHAPTER 7. Cor Pulmonale
CHAPTER 8. Cough
CHAPTER 9. Fever
CHAPTER 10. Collapsed Lung
CHAPTER 11. Obstructive Sleep Apnoea
CHAPTER 12. Bronchogenic Carcinoma
CHAPTER 13. Pulmonary Tuberculosis
Section II: Cardiology Cases
CHAPTER 14. Cardiovascular Case
CHAPTER 15. Aortic Regurgitation
CHAPTER 16. Aortic Stenosis
CHAPTER 17. Mixed Aortic Valve Disease
CHAPTER 18. Mitral Regurgitation
CHAPTER 19. Mitral Stenosis
CHAPTER 20. Mitral Valve Prolapse
Chapter 21. Mixed Mitral Valve Disease
Chapter 22. Mixed Mitral and Aortic Valve Disease
Chapter 23. Prosthetic Heart Valves
Chapter 24. Tricuspid Regurgitation
CHAPTER 25. Pulmonary Stenosis
Chapter 26. Atrial Septal Defect
Chapter 27. Ventricular Septal Defect
Chapter 28. Patent Ductus Arteriosus
Chapter 29. Ebstein's Anomaly
Chapter 30. Fallot's Tetralogy
CHAPTER 31. Dextrocardia
CHAPTER 32. Eisenmenger Syndrome
CHAPTER 33. Hypertrophic Cardiomyopathy
CHAPTER 34. Congestive Cardiac Failure
CHAPTER 35. Constrictive Pericarditis
CHAPTER 36. Weight Loss
Section III: Abdominal Cases
CHAPTER 37. Abdominal Case
CHAPTER 38. Swallowing Difficulties
CHAPTER 39. Diarrhoea
CHAPTER 40. Crohn's Disease
CHAPTER 41. Abdominal Mass
CHAPTER 42. Ascites
CHAPTER 43. Cirrhosis of the Liver
CHAPTER 44. Jaundice
CHAPTER 45. Hepatomegaly
CHAPTER 46. Splenomegaly
CHAPTER 47. Haemochromatosis
CHAPTER 48. Wilson Disease
CHAPTER 49. Felty Syndrome
Section IV: Renal Cases
CHAPTER 50. Unilateral Palpable Kidney
CHAPTER 51. Polycystic Kidney Disease
CHAPTER 52. Nephrotic Syndrome
CHAPTER 53. Transplanted Kidney
CHAPTER 54. Hypertension
Section V: Haematology Cases
CHAPTER 55. Anaemia
CHAPTER 56. Bruising
CHAPTER 57. Multiple Myeloma
CHAPTER 58. Myelodysplastic Syndrome
CHAPTER 59. Chronic Lymphocytic Leukaemia
CHAPTER 60. Chronic Myeloid Leukaemia
CHAPTER 61. Acute Leukaemia
CHAPTER 62. Lymphadenopathy
Section VI: Rheumatology Cases
CHAPTER 63. Rheumatology Case
CHAPTER 64. Ankylosing Spondylitis
CHAPTER 65. Charcot Arthropathy
CHAPTER 66. Ehlers–Danlos Syndrome
CHAPTER 67. Gout
CHAPTER 68. Osteoarthritis
CHAPTER 69. Psoriatic Arthritis
CHAPTER 70. Rheumatoid Hands
CHAPTER 71. Dermatomyositis—Proximal Muscle Weakness
Chapter 72. Scleroderma
Chapter 73. Systemic Lupus Erythematosus
CHAPTER 74. Small-vessel ANCA-associated vasculitis
Section VII: Endocrinology Cases
CHAPTER 75. Acromegaly
Chapter 76. Hypopituitarism (Simmonds Disease)
Chapter 77. Endocrinology Case
Chapter 78. Graves Disease
Chapter 79. Orbitopathy
Chapter 80. Multinodular Goitre
CHAPTER 81. Hypothyroidism
CHAPTER 82. Hypoparathyroidism
CHAPTER 83. Primary Hyperparathyroidism
CHAPTER 84. Addison Disease
CHAPTER 85. Cushing Syndrome
CHAPTER 86. Carcinoid Syndrome
CHAPTER 87. Gynaecomastia
CHAPTER 88. Falls—Osteoporosis
CHAPTER 89. Obesity
CHAPTER 90. Type 1 Diabetes
CHAPTER 91. Type 2 Diabetes Mellitus
CHAPTER 92. Diabetic Foot
Neuropathic Foot
Ischaemic Foot
Neuropathic and Ischaemic Foot Presenting Together
Section VIII: Eye Cases for Internal Medicine
CHAPTER 93. The Eye Case
Examination of the Eye
Clinicopathologic Correlations of Retinal Haemorrhages and Exudates
CHAPTER 94. Age-Related Macular Degeneration
CHAPTER 95. Cataracts
CHAPTER 96. Cholesterol Embolus in the Fundus
CHAPTER 97. Diabetic Retinopathy
CHAPTER 98. Hypertensive Retinopathy
CHAPTER 99. Optic Atrophy
CHAPTER 100. Osteogenesis Imperfecta
CHAPTER 101. Papilloedema
CHAPTER 102. Retinal Detachment
CHAPTER 103. Retinal Vein Occlusion
CHAPTER 104. Retinitis Pigmentosa
CHAPTER 105. Subhyaloid Haemorrhage
CHAPTER 106. Vitreous Opacities
Section IX: Dermatology Cases for Internal Medicine
CHAPTER 107. Acanthosis Nigricans
CHAPTER 108. Acne Vulgaris
CHAPTER 109. Alopecia Areata
CHAPTER 110. Arterial Leg Ulcer
CHAPTER 111. Arteriovenous Fistula
CHAPTER 112. Atopic Dermatitis—Eczema
CHAPTER 113. Bullous Eruption
CHAPTER 114. Mycosis Fungoides (Cutaneous T-Cell Lymphoma)
CHAPTER 115. Dermatitis Herpetiformis
CHAPTER 116. Eruptive Xanthomata
CHAPTER 117. Erythema Ab Igne
CHAPTER 118. Erythema Multiforme
CHAPTER 119. Erythema Nodosum
CHAPTER 120. Fungal Nail Disease
CHAPTER 121. Hairy Leukoplakia
CHAPTER 122. Henoch–Schönlein Purpura
CHAPTER 123. Hereditary Haemorrhagic Telangiectasia (Osler–Weber–Rendu Syndrome)
CHAPTER 124. Herpes Simplex
CHAPTER 125. Herpes Zoster Syndrome (Shingles)
CHAPTER 126. Ichthyosis
CHAPTER 127. Lichen Planus
CHAPTER 128. Lichen Simplex
CHAPTER 129. Lipodystrophy
CHAPTER 130. Lupus Pernio
CHAPTER 131. Maculopapular Rash
CHAPTER 132. Malignant Melanoma
CHAPTER 133. Molluscum Contagiosum
CHAPTER 134. Nail Changes
CHAPTER 135. Necrobiosis Lipoidica
CHAPTER 136. Neurofibromatosis
CHAPTER 137. Onycholysis
CHAPTER 138. Palmar Xanthomata
Chapter 139. Peutz–Jeghers Syndrome
CHAPTER 140. Phlebitis Migrans
CHAPTER 141. Pretibial Myxoedema
CHAPTER 142. Pseudoxanthoma Elasticum
CHAPTER 143. Psoriasis
CHAPTER 144. Purpura
CHAPTER 145. Pyoderma Gangrenosum
CHAPTER 146. Raynaud's Phenomenon
CHAPTER 147. Rosacea
CHAPTER 148. Seborrhoeic Dermatitis
CHAPTER 149. Sturge–Weber Syndrome (Encephalotrigeminal Angiomatosis)
CHAPTER 150. Tuberous Sclerosis (Bourneville or Pringle Disease)
Chapter 151. Urticaria
Chapter 152. Urticaria Pigmentosa
Chapter 153. Venous Ulcer
Chapter 154. Vitiligo
Chapter 155. Xanthelasma
CHAPTER 156. Xanthomata
Section X: Neurology and Elderly Care Medical Cases
Chapter 157. Neurology Case
Examination of the Cranial Nerves
Neurological Examination of the Upper Limbs
Neurological Examination of the Lower Limbs
Approach to a Myopathic Patient
CHAPTER 158. Headache
CHAPTER 159. Memory Loss
CHAPTER 160. Lower Urinary Tract Symptoms
Differential Diagnosis
CHAPTER 161. Abnormal Gait
CHAPTER 162. Argyll Robertson Pupil
CHAPTER 163. Muscular Dystrophy
CHAPTER 164. Spastic Paraplegia
CHAPTER 165. Bitemporal Hemianopia
CHAPTER 166. Brown-Séquard Syndrome
CHAPTER 167. Carpal Tunnel Syndrome
CHAPTER 168. Central Scotoma
CHAPTER 169. Cerebellar Syndrome
CHAPTER 170. Cerebellar Dysarthria
CHAPTER 171. Cerebellopontine Angle Tumour
CHAPTER 172. Charcot–Marie–Tooth Disease (Peroneal Muscular Atrophy)
CHAPTER 173. Chorea
Patient 1: Sydenham’s Chorea
Patient 2: Huntington Disease
CHAPTER 174. Lateral Popliteal Nerve Palsy, L4, L5 (Common Peroneal Nerve Palsy)
CHAPTER 175. Expressive Dysphasia
CHAPTER 176. Facioscapulohumeral Dystrophy (Landouzy–Déjérine Syndrome)
CHAPTER 177. Friedreich's Ataxia
CHAPTER 178. Hemiballismus
CHAPTER 179. Hemiplegia
CHAPTER 180. Homonymous Hemianopia
CHAPTER 181. Internuclear Ophthalmoplegia
CHAPTER 182. Jerky Nystagmus
CHAPTER 183. Limb-Girdle Dystrophy
CHAPTER 184. Motor Neurone Disease
CHAPTER 185. Multiple Sclerosis
CHAPTER 186. Multiple System Atrophy
CHAPTER 187. Myasthenia Gravis
CHAPTER 188. Myotonia Congenita
CHAPTER 189. Myotonic Dystrophy
CHAPTER 190. Parkinson Disease
CHAPTER 191. Peripheral Neuropathy
CHAPTER 192. Proximal Myopathy
CHAPTER 193. Pseudobulbar Palsy
CHAPTER 194. Ptosis and Horner Syndrome
CHAPTER 195. Radial Nerve Palsy
CHAPTER 196. Seventh Cranial Nerve Palsy
Lower Motor Neurone Type
CHAPTER 197. Sixth Cranial Nerve Palsy
CHAPTER 198. Syringomyelia
CHAPTER 199. Tetraplegia
CHAPTER 200. Third Cranial Nerve Palsy
Chapter 201. Tremor
Chapter 202. Deformity of a Lower Limb
Chapter 203. Ulnar Nerve Palsy
Chapter 204. Wallenberg Syndrome (Lateral Medullary Syndrome)
Chapter 205. Wasting of the Small Muscles of the Hand
Chapter 206. Long Thoracic Neuropathy
Chapter 207. Anxiety
Chapter 208. Back Pain
Chapter 209. Pruritus
Chapter 210. Speech Disturbance
CHAPTER 211. Unsteadiness
Section XI: Acute Internal Medical Cases
CHAPTER 212. Absent Radial Pulse
CHAPTER 213. Confusion
CHAPTER 214. Acute Kidney Injury
CHAPTER 215. Acute Pancreatitis
CHAPTER 216. Anaphylaxis
CHAPTER 217. Chest Pain—Angina
CHAPTER 218. Cauda Equina Syndrome
CHAPTER 219. Cellulitis
CHAPTER 220. Coarctation of Aorta
CHAPTER 221. Deep Vein Thrombosis
CHAPTER 222. Gallop Rhythm
CHAPTER 223. Guillain–Barré Syndrome
CHAPTER 224. Hyperkalaemia
CHAPTER 225. Hypernatraemia
CHAPTER 226. Hypokalaemia
CHAPTER 227. Hyponatraemia
CHAPTER 228. Melaena
CHAPTER 229. Paracetamol Overdose
CHAPTER 230. Pericardial Rub
CHAPTER 231. Pleural Effusion
CHAPTER 232. Sepsis
CHAPTER 233. Consolidation
CHAPTER 234. Pulmonary Embolism
CHAPTER 235. Jugular Venous Pulse
Chapter 236. Seizures
Chapter 237. Painful Knee Joint
Chapter 238. Slow Pulse Rate
Chapter 239. Spontaneous Pneumothorax
Chapter 240. Subacute Combined Degeneration of the Spinal Cord
CHAPTER 241. Subarachnoid Haemorrhage
CHAPTER 242. Syncope
CHAPTER 243. The Pregnant Patient
CHAPTER 244. Central Line Insertion
CHAPTER 245. Chest Drain Insertion for Spontaneous (Nontraumatic) Pneumothorax
CHAPTER 246. Emergency Synchronized Direct Current Cardioversion
CHAPTER 247. Knee Arthrocentesis
CHAPTER 248. Lumbar Puncture
CHAPTER 249. Therapeutic Abdominal Paracentesis
CHAPTER 250. Temporary External Pacing
Bibliography
No. of pages : 976
Language : English
Edition : 6
Published : May 26, 2023
Imprint : Elsevier
Paperback ISBN : 9780323937863
eBook ISBN : 9780323938136

Eirini Kasfiki

Ciaran w p. kelly.

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250 Cases in Clinical Medicine, 6th Edition

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Interesting medical emergency presentations
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Topics updated for clinical relevance
Multiple choice questions replaced with open answer questions
250 clinical cases in print – provides a comprehensive overview of all relevant topics
Conversational and accessible style – suitable for medical students
Based on the latest evidence – provides an ideal quick reference guide
‘Ward round’ type question and answer section - ideal for exam preparation
Cases alphabetised by system for easy navigation
Easily portable size – fits into any medical bag
An enhanced eBook version is included with purchase. The eBook allows you to access all the text, figures and references, with the ability to search, customize your content, make notes and highlights, and have content read aloud

More Information
ISBN Number	9780323937863
Main Author	By Eirini V. Kasfiki, MBChB, MRCP (UK), PGDipME, FHEA and Ciaran W P. Kelly, BA, BAO, MB BCh (Hons), PGCME, MRCS (ENT), MRCGP
Copyright Year	2024
Edition Number	6
Format	Book
Trim	152w x 229h
Illustrations	Approx. 266 illustrations (134 in full color)
Imprint	Elsevier
Page Count	976
Publication Date	4 Sep 2023
Stock Status	IN STOCK

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General & Introductory Medical Science
Medical Sciences Special Topics

Medical Short Cases for Medical Students

ISBN: 978-0-632-05729-0

February 2001

Wiley-Blackwell

M. Afzal Mir , Robert E. J. Ryder , E. Anne Freeman

Robert E. J. Ryder is the author of Medical Short Cases for Medical Students, published by Wiley. M. Afzal Mir is the author of Medical Short Cases for Medical Students, published by Wiley.

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Clinical Cases in Internal Medicine, 1st Edition

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More than 50 clinical cases , covering the core undergraduate medicine curriculum
Case discussions using a logical and scientific approach to help students achieve their own diagnoses
Model answers for comparison, to improve learning outcomes
Summary of fundamental points for examination revision
Useful up-to-date resources
Short-answer and multiple-choice questions to test knowledge
Diagrams and tables to deepen understanding and consolidate essential concepts
Includes an Enhanced eBook version with purchase. The enhanced eBook allows the end user to access all of the text, figures, and references from the book on a variety of devices

More Information
ISBN Number	9780702080494
Author Information	By Samy A. Azer, MB, BCh, MSc Medicine, PhD (Syd), MEd (NSW), FACG, MPH (NSW)
Copyright Year	2022
Edition Number	1
Format	Book
Format Size	191w x 235h
Imprint	Elsevier
Page Count	476
Publication Date	17-05-2022
Stock Status	IN STOCK

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The Best Books for Medical Students

Table of contents.

We’ve been there, and we get it.
Lecturio’s Medical School Survival Guide is packed with tips and advice for every step of medical school. Take it with you and walk your path with confidence.

You might think there isn’t a lot of time for or value in reading non-academic books for leisure, but think again! Books are a great way of finding a new perspective when you can’t experience it firsthand. While there is value in interpersonal interactions, words have the power to move people in a totally different way.

So in this article, I’ll talk about books– books that have given medical students the push they need to be the best doctors they can be. In no particular order, I selected these books based on their writing, relevance, how in-depth of a view it gives of the medical profession, and maybe a bit of my personal taste, as an aspiring doctor and self-proclaimed bookworm.

#1: When Breath Becomes Air by Paul Kalanithi

“There is a moment, a cusp, when the sum of gathered experience is worn down by the details of living. We are never so wise as when we live in this moment.”

In the last year of his neurosurgical residency, Kalanithi battles a terminal illness and ponders the meaning of life. As he tries to make the most of the time he has left, he balances his life as a doctor, patient, and husband. Despite the book being published posthumously and its generally gloomy theme, it has moments of hope and inspiration as the author loses the life he thought he’d have and replaces it with something even more meaningful.

This book is a personal favorite of mine, and I put it here at the top of the list for a reason. As a future doctor, you need to learn not only what it means to be a physician, but also what it means to be a patient. In this brief yet meaningful memoir, Kalanithi gives an in-depth view of both — and the struggle between the two.

Kalanithi, as a literature major, immerses you in a story about hope and grief in such as way that you can’t help but put yourself in his shoes. You wonder what you would prioritize at the end of everything and what it would mean to be your own patient. In the face of your own mortality, you’re in the best position to see the bigger picture. If you’re looking for a novel that reminds you what you’re doing all this for or what exactly you’re dedicating your life to, look no further than When Breath becomes Air .

#2: House of God by Samuel Shem

“Every intern makes mistakes. The important thing is neither to make the same mistake twice nor to make a whole bunch of mistakes all at once.”

There is no rule book or manual for being a medical intern in a hospital — sometimes you have to make it up as you go along. In Shem’s House of God , their interns follow their own survival guide passed down from the wisdom of their seniors. The story follows the interns of the House of God (a pseudonym for a fictional hospital) as they traverse the grueling and degrading challenge of being a junior doctor.

I put this here because while the novel is satricial, it’s still loosely based on actual experiences of interns in hospitals. Although a real hospital usually has fewer blurred lines and borderline-negligent rules, it still follows that being a junior doctor is difficult and it’s easy to feel lost. Different doctors will tell you to follow different rules, and it’s up to you to decide what’s best for your patients.

The book overall is a great read, especially if you’re an intern looking for some laughs when resting from your duty hours. It’s so well-known that some of the language is even used in pop culture and by some doctors. But take note: you might also find the haunting truth that maybe the satire isn’t all that far from reality.

#3: The Diving Bell and the Butterfly by Jean-Dominique Bauby

“For pleasure, I have to turn to the vivid memory of tastes and smells, an inexhaustible reservoir of sensations. Once, I was a master at recycling leftovers. Now I cultivate the art of simmering memories.”

This memoir follows the life of the former Editor-in-Chief of the French magazine Elle as he wakes up from a 20-week coma to Locked-in Syndrome, a rare neurological condition in which a person is almost completely paralyzed but their cognitive function and memories remain intact. With only acute awareness and what’s left of his motor function, he tells of his physical, emotional, and mental struggles with his condition, and the memories he holds on to for strength. This book was written by Bauby, who could only communicate through blinking. It took 200,000 blinks and 10 months to “write” before Bauby eventually died of pneumonia.

It’s one thing to diagnose and treat patients, but it’s another to put yourself in their shoes. The way Bauby describes his experience is vivid and impactful, using his years of literary prowess to make you feel the tornado of emotions that one feels when faced with a severely debilitating disease. What feelings do our patients have when robbed of their body’s basic functions? What does it mean to live when the wonders of medicine have not only prolonged survival, but also the agony of living with disease?

If you’re looking for a book to help you understand your patients better, especially those with disabilities, you might want to try this book. It’s important for a doctor to understand the impact of disease on an individual to help decide the next best course of action. While you may find the book tragic, it can be moving and empowering as it makes evident the perseverance and true strength of the human mind.

#4: Being Mortal: Medicine and What Matters in the End by Atul Gawande

“We’ve been wrong about what our job is in medicine. We think our job is to ensure health and survival. But really it is larger than that. It is to enable well-being.”

Gawande has written quite a few books about medicine and patient care. This particular one tackles a topic that I think all students should consider: the end of life. Being Mortal shares the reflections and personal stories of patients undergoing hospice care or struggling with terminal illness.

Health care in our older years can be financially and emotionally exhausting. That’s because as we get older, we are left with memories and some regrets about the life we’ve lived. As a future doctor, it’s important to understand that you will see many patients (and their families) in a day, but for them, these are pivotal moments in their lives. That fact matters as much as any treatment you can give.

If you’re looking for a book to help you come to terms with these aspects of your patient’s lives or to prepare yourself for the inevitable, this book does the job. At the end of life, where theoretical and standard practices may fall short for your patients, empathy becomes your greatest tool in improving their quality of life. I would also recommend Gawande’s other books about medicine as well.

#5: This Is Going To Hurt: Secret Diaries of a Junior Doctor by Adam Kay

“So I told them the truth: the hours are terrible, the pay is terrible, the conditions are terrible; you’re underappreciated, unsupported, disrespected and frequently physically endangered. But there’s no better job in the world.”

For years, the idea of being a doctor has always been followed with some prestige. Who doesn’t think that saving lives on a regular basis is cool as heck? Well, it’s not as glamorous as people make it out to be. In Kay’s collection of diary entries, he paints a messy yet honest picture of his journey as a medical trainee. Under the humorous tone of the book, Kay is faced with grueling work and traumatic events– the harsh and inescapable reality of being a doctor.

I chose this book because it challenges the view of how people see doctors against what it actually is like to be one. Many people believe doctors to be something more than human. They expect doctors to know everything, because it’s terrifying to believe that they could be wrong. Because of this, many — and even some of us doctors — forget that we’re human. We want time for ourselves and the people we love. We want breaks from the heavy pressure of medicine. But despite the compassionate nature of the job, it’s rare we find it for ourselves.

If you’re looking for a book that doesn’t pull punches about what it’s like to be a doctor, but with a tinge of humor, you might want to try this one. It takes real talent to communicate the difficulties while also getting a few laughs. You may think that it’ll turn you off from medicine because of how harsh it sounds, but if you’re entering this career for the right reasons, it’ll take more than this book to stop you.

A Final Word

While your textbooks are important, narrative books are definitely something to include in your reading. They’re entertainers, companions, and mentors. You can read them for leisure and feel like you’ve grown as a person afterwards. You can feel awful one moment and feel inspired the next. There were a lot of times when I read through these books and finally felt like I was understood and my problems were validated. It’s like magic in the form of words that you can bring with you anywhere.

So if you find yourself looking for inspiration, motivation, or a new perspective, try some narrative books. You might think you won’t have time for it, but I encourage you to make time, because you’re going to need help in those times you feel stuck. I know it worked for me when I needed my passion for medicine reignited in my darkest hours. With the right mood, an open mind, and a deep love for medicine, it’ll work for you too.

Bianca is a medical intern at the Ateneo School of Medicine and Public Health in the Philippines. She is a BS Psychology graduate, currently working on her double degrees in MD and MBA.

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Clinical Cases for Pediatric Medical Students and Residents

Ruth Worthington
Published by: Michigan State University Press
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Title, Copyright, Dedication
pp. vii-viii
Acknowledgments
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pp. xiii-xiv
Case 1. Newborn Out-of-Hospital Delivery
Case 2. Three-Month-Old with a Cold
Case 3. Six-Month-Old with a Skin Lesion
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Case 25. Twenty-One-Year-Old and Twenty-Six-Year-Old with Seizures
pp. 217-233
Case 26. Two-Month-Old with Cyanosis
pp. 234-270
Case 27. Three-Year-Old with Fatigue
pp. 271-281
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pp. 282-318
Case 29. Five-Year-Old with a Sore Throat
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Nursing students’ use of social media in their learning: a case study of a Canadian School of Nursing

Catherine M. Giroux ORCID: orcid.org/0000-0003-1352-8501 1 &
Katherine A. Moreau ORCID: orcid.org/0000-0002-5955-1689 2

BMC Nursing volume 21 , Article number: 195 ( 2022 ) Cite this article

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Social media has diverse applications for nursing education. Current literature focuses on how nursing faculty use social media in their courses and teaching; less is known about how and why nursing students use social media in support of their learning.

The purpose of this study was to explore how nursing students use social media in their learning formally and informally.

This exploratory qualitative case study of a Canadian School of Nursing reports on the findings of interviews ( n = 9) with nursing students to explore how they use social media in their learning. Data were analyzed using a combined deductive and inductive coding approach, using three cycles of coding to facilitate category identification.

Results and conclusions

The findings demonstrate that participants use social media for formal and informal learning and specifically, as a third space to support their learning outside of formal institutional structures. Social media plays a role in the learning activities of nursing students studying both face-to-face and by distance. Accordingly, social media use has implications for learning theory and course design, particularly regarding creating space for student learning communities.

Peer Review reports

Social media are online platforms that allow users to connect with other users, curate lists of connections, and interact with each other within the same online platform [ 1 ]. They have applications for both formal and informal learning in health professions education (HPE). Formal learning refers to planned educational experiences, such as courses or assignments [ 2 ] whereas informal learning refers to what is learned through extracurricular activities [ 3 , 4 ]. With social media, formal learning may include such activities as using YouTube videos in class, while informal learning may involve students scrolling through Twitter and finding relevant learning content on their leisure time. Within the HPE literature, social media have been shown to facilitate electronic communication, networking, and real-time collaboration [ 5 , 6 ]. They have also assumed key educational and communicative roles during the COVID-19 pandemic [ 7 , 8 , 9 ]. Furthermore, they continue to allow individuals to engage in independent, informal learning on their own terms and in places of formal education, work, or broader social circles [ 10 ]. Several studies demonstrated how social media can be used to facilitate clinical and professional performance tasks, question-and-answer sessions, and the exploration of complex topics collaboratively; social media can also provide professional learning opportunities and facilitate networking with international practitioners [ 11 , 12 , 13 , 14 ]. Moreover, instructors have used Twitter to provide students with formative feedback in assessment, stimulate reflection and sharing, share daily learning goals, hold journal clubs, notify students of recent topical publications, and orient learners to clinical sites and educational rotations [ 15 , 16 , 17 ]. The literature suggests that the connections that students make using social media can translate to opportunities for mentorship and scholarship [ 18 ]. Moreover, social media may also engage geographically dispersed individuals to create or share content, collaborate in groups, and ultimately form a virtual community [ 19 , 20 ].

Within the nursing education literature, social media is well described as a tool selected by faculty for diverse formal teaching and learning purposes. For instance, several studies described using blogging to facilitate reflections as a teaching strategy for topics such as cultural competence, empathy, the therapeutic relationship, transitions to practice, and self-care [ 21 , 22 , 23 , 24 , 25 ]. The feedback system of the blogging interface provided students with opportunities to practice their reflection and problem-solving skills [ 26 , 27 ]. Some studies used social media to simulate patient encounters or transition experiences for nurses [ 25 , 28 , 29 ]. For example, Thomas et al. used a blog to simulate a new nurse who had just transitioned to practice; the blog was written from the new nurse’s perspective to help final year nursing students consider issues of delegating and supervising, adapting to change, risk and quality management, and legal and ethical issues as they prepared to transition to practice [ 25 ]. Students had to read the blog and post responses. Other studies focused on using Facebook or YouTube as collaborative and interactive tools to help nursing students prepare for examinations like the National Council Licensure Examination (NCLEX) [ 30 , 31 , 32 ]. Still, issues of professionalism arose in the nursing education literature, with some studies noting concerns about students’ online behaviour and potential implications for their reputations and licensure [ 5 , 33 ]. A 2021 narrative review found that learning about digital professionalism concepts as they relate to social media influenced how students behaved online [ 34 ]. Despite these potential professionalism implications, social media appears to be an effective tool to support formal learning in nursing education. A 2018 systematic review explored the effectiveness of using social media in nursing and midwifery education [ 35 ]. The authors found that the collaborative, interactive, and semi-synchronous nature of social media platforms may support knowledge and skill acquisition in nursing students.

Much of the extant undergraduate nursing education literature explores how social media is used in formal learning, specifically from the perspectives of the faculty who select the platforms to suit specific assignments or learning goals. Studies that focus on undergraduate students’ use of social media tended to explore specific platforms used and data analytics (i.e., hashtags used, number of views or shares). Less is known about how and why undergraduate nursing students themselves select social media platforms as an adjunct to their formal and informal learning activities. Thus, this exploratory qualitative case study aimed to address how and why undergraduate nursing students use social media to support their learning.

Theoretical considerations

Social learning theories like social constructivism are appropriate for framing studies involving social media because they view learning as an active and collaborative process [ 36 , 37 , 38 ]. Social constructivism is based on three assumptions: (1) meanings are constructed by humans as they engage with the world they are interpreting; (2) humans engage with their world and make sense of it based on their historical and social perspectives; and (3) the basic generation of meaning is social, arising from the interaction with a human community [ 36 ]. Social constructivism claims knowledge is acquired when subjective meanings are created in interaction with others, drawing on material from previous experiences to guide learning [ 36 , 37 , 38 ]. This study was informed by social constructivism, which influenced our research questions, data collection instruments, and approaches to data analysis.

Research design

The objective of this study was to explore how students at one Canadian School of Nursing used social media to support their learning. We addressed this objective through an exploratory qualitative single case study. Yin [ 39 ] describes a case study as an empirical inquiry that investigates a contemporary phenomenon in depth within its real-world context even when the boundaries between the context and phenomenon may not be evident. Case studies comprise an all-encompassing method, which influences the logic of design, data collection techniques, and approaches to data analyses. Case study research is particularly useful for answering how and why questions; single case studies are appropriate for cases that are critical, unusual, revelatory, and longitudinal [ 39 ]. Our study site represented a critical case since the variety of program delivery methods and modalities were critically aligned with social constructivism. The study site also represented an unusual case, with four distinct program options – including a distance program – for students to achieve a Bachelor of Science in Nursing (BScN) degree. This was a unique program in Canada at the time of the study. The study site did not have any social media policies published to their public-facing website during the time of the study, nor did they have any public-facing references to using social media formally in their programs published on their website.

Case study site and participants

This study took place at a small, relatively northern, Canadian university with a student population of approximately 5,090 students [ 40 ]. The School of Nursing, which includes 1191 students, offers four distinct, English-language, options for students to complete their BScN degree. These options include: 1) a standard four-year direct-entry nursing program; 2) an onsite Registered Practical Nurse (RPN) to BScN bridging program for students who previously obtained an RPN diploma and who are looking to subsequently obtain their BScN degree; 3) a part-time blended learning RPN to BScN bridging program for students currently working as RPNs who are looking to obtain their BScN; and 4) a second entry accelerated program for students who previously obtained an undergraduate degree. Only two of the nursing programs occur at the case study site itself. The second entry program is held in a large city to the south of the case study site. Additionally, students who partake in the RPN to BScN bridging program through blended learning live geographically dispersed throughout the province in which the case study site is located. Given the different program options, the participants in this study consisted of a mixture of face-to-face students and distance students. Additionally, due to the nature of the program options, some participants had pursued their nursing program as their first degree while others were already working as RPNs and had returned to school to obtain their BScN degree.

Participant recruitment and data collection

Participants were purposively recruited from a previous study, which consisted of a digital artifact collection that explored what content nursing students shared to their Twitter, Facebook, and Instagram accounts related to learning [ 41 ]. The twenty-four nursing students who participated in our previous study were contacted by email and invited to participate in this qualitative case study exploring how and why nursing students use social media to support their learning. These students were identified as potential participants because they had confirmed using social media for learning and thus, would be information-rich interviewees for the present study. All potential participants were provided with a Participant Information Letter and Informed Consent form. The data for this study were collected using semi-structured interviews. All interviews were conducted virtually via Zoom in the Fall of 2019, using a semi-structured interview guide that had been developed based on the research questions, our theoretical framework, and the literature (refer to Additional file 1 : Appendix). Prior to using the interview guide, it was piloted with two registered nurses. This pilot involved conducting two mock interviews and debriefing the interview guide with the participants to discuss the feasibility and appropriateness of the interview questions. The average interview length was 32 min, with the shortest being 21 min and the longest being 44 min long. We piloted the interview guide with two registered nurses prior to commencing the study. Each interview was audio-recorded and transcribed verbatim. Interview participation was incentivized with a $20 gift card to a local coffee chain.

Data analysis

We took a combined deductive and inductive approach to coding and analyzing the interview transcripts. We sought to achieve theoretical sufficiency, which is the stage at which codes and categories manage new data without requiring further modification [ 42 ]. To do this, we conducted three cycles of coding in MAXQDA (v.18.2). In the first cycle, a preliminary codebook − which was informed by our research question, theoretical framework, and the literature − facilitated descriptive and process coding [ 43 ]. In the second cycle of coding, we each independently inductively coded the data using both process coding and in vivo coding (i.e., using the participants’ own words) and compared and discussed our coding. In the third cycle of coding, we grouped these summaries into categories, themes, or constructs [ 43 ]. A combination of matrices and networks visually displayed the data and facilitated category identification [ 43 , 44 ].

Reflexivity and trustworthiness

Neither author is a Registered Nurse nor is affiliated with the case study site. Both authors have expertise in conducting educational research within the health professions and were involved in the study conceptualization, data collection, and analysis. We also took steps to ensure that our analyses were credible, dependable, confirmable, and transferable [ 45 , 46 ]. To establish credibility, we engaged in member-checking, wherein we provided the participants a copy of their interview transcripts so that they could ensure that their statements were accurately represented during transcription [ 45 , 47 ]. We also engaged in peer debriefing. In terms of dependability, each of us inductively coded the data, compared our coding, and discussed and resolved any inconsistencies. In addition, we used audit trails as a strategy to ensure confirmability. These audit trails documented each of our decisions made during the research process and would allow an independent auditor to follow our steps and decisions to establish the same conclusions about the data. Lastly, through purposeful sampling and information-rich interviewees, we were able to obtain thick descriptions of how and why the students use social media to support their learning. We also included detailed descriptions of our research processes. This level of description allows others to judge the contextual similarity and transferability of our study findings.

Ethical considerations

The interviews received formal institutional ethical approval (S-08–18-921) and approval from the study site (101916) in August 2019. We reviewed the informed consent form with each participant prior to commencing the interview and addressed any questions that they had. All participants verbally consented to participate in an interview and participants’ consent was recorded using Zoom video conference software, in accordance with our research ethics board approval.

Nine nursing students ( n = 9) participated in the individual interviews. All participants were female and ranged in age from 18 to 49. Five participants attended classes online in a blended program format that occurred by distance and four participants attended classes face-to-face. The findings demonstrate that participants used social media in numerous ways for both formal and informal learning purposes. Table 1 provides a thematic overview of how the nursing student participants use social media in support of their learning.

Formal learning

Participants reported using social media for a variety of purposes pertaining to formal learning. Table 2 provides exemplary participant quotes outlining their experiences using social media for formal learning purposes.

Sharing and clarifying course content

Several participants reported using social media to share content related to their courses and to clarify course content. Participant 7 explained how “when it comes to having, like, a large quantity of information, I think Facebook’s a better platform for that. Um, you’re able to share different links, you’re able to share pictures, videos, news articles, almost anything, it seems now”. Two participants (Participants 05 and 07) shared contrasting experiences with using social media formally in their distance classes to clarify course concepts. In this instance, a professor had shared YouTube videos in the course. While Participant 7 appreciated the inclusion of videos, Participant 5 found this approach to be lazy, especially since the professor did not create the videos but rather included videos that, according to Participant 5, students would likely search for on their own to assist their learning.

Supplementing university services

Eight participants indicated that Facebook was a good platform to supplement or highlight existing university services. Participant 5 explained how, as a distance student, they used Facebook to learn about the services available to students, like the university’s tutoring service, which Participant 5 found helpful for statistics. Participant 6 described how they used Facebook specifically for sharing course resources, since that platform might be easier at times than the typical learning management system.

Assignments and exams

The participants described using social media as a mechanism to complete their course assignments and to study for course exams and the National Council Licensure Examination (NCLEX). Social media appeared to be involved in the process of completing assignments; it also appeared to be the product of some assignments. Participant 5 described how “any group projects that we have to do would, which in an online program seems a little silly to me to do group projects but, um, we’d have to find a way to collaborate and it was often over Facebook or that sort of thing”. Participant 1 described creating a social media campaign for their community health class to help parents access vision care for their school-age children. Participant 3 shared how they found posts about how to pass the NCLEX the first time shared to social media and Participant 2 explained how they use social media to review for their course exams by dividing course content up amongst a small group of students and sharing review notes and summaries online. Participant 2 also described using social media platforms like Reddit to understand the patient experience based on what patients choose to share to these sites.

Informal learning

Participants indicated that they used social media for diverse informal learning purposes. Table 3 provides an overview of participants’ experiences using social media for informal learning.

Creating community

By far, students shared the value of social media for connecting with peers and the nursing community most frequently. Four participants spoke about how social media promotes connection between distance students. Participant 3 shared how social media “gives you that camaraderie that you’re missing in a classroom environment”. Four out of the five students who identified as an online student cited Facebook groups as being an important mechanism for connecting with their classmates who were spread throughout the province. One participant explained how “there is a group online, uh, [School Name] distance ed students so I use that quite a bit, um, just to get information on classes, um, what to expect from different professors, etc.” Five participants shared how social media helped them combat isolation in their learning. Participant 2 emphasized the importance of social media for connecting distance students, which was important since they did not have the same opportunities to meet their classmates face-to-face. Participant 1 described how participating in Facebook groups helped enhance both the academic and social aspects of their face-to-face learning experience. Participant 4 explained how “we find it’s been really useful, or even like finding little things, like finding rides to clinical and stuff like that. Like obviously not all of us can afford vehicles and stuff like that so just by helping each other out”. In fact, every participant who identified as a face-to-face student ( n = 4) spoke about the importance of Facebook groups to their learning experience since they contributed to building community and sharing resources.

Similarly, six participants shared how social media connected them with the broader nursing community, outside of their programs and university. Participant 6 described how social media could connect people across the country with experts in the field and the resources they have created. Participant 9 explained how social media could be used to “take my learning outside of the avenues that can be addressed and presented within a program or any program, really. So, it allows you to kind of step outside of that, see what’s happening with other people, how they’re learning…” Participant 1 described how social media allows them to connect with the nursing community on both social and academic levels through sharing memes and experiences on platforms like Instagram and Facebook. Participant 3 shared how social media “probably gives a good, like, um, a good alternative perspective on things, other than the teacher’s”.

‘Behind the scenes’ knowledge sharing

While the participants often spoke about content that was publicly available to them on social media, they also shared how they used social media for informal learning purposes in private or ‘behind the scenes’ ways. Five nursing students reported using social media to buy, sell, and share PDF versions of textbooks. Participant 5 shared how “people share PDFs of textbooks and all that sort of stuff, so it’s definitely saved me several hundred dollars”. Two participants expressed how they prefer social media to textbooks. Participant 9 described how their professors are “not the biggest towards textbooks because they said that the second they are printed they are out of date because of how fast information is changing within healthcare”. In this sense, Participant 9 found social media to be a helpful way to stay up to date with information that textbooks did not provide.

Similarly, three participants described using social media to discuss which professors were the best for each class. Participant 2 explained how “we often talk about which professors are the best for specific courses and so those classes tend to fill up really fast”. Participant 5 described how they use social media to ask questions about the university, share their perceptions of certain professors, and discuss which classes should or should not be taken at the same time. While eight of the nine interview participants actively participated in social media groups, three participants shared that the absence of faculty members in the social media groups could be problematic. Participant 2 suggested using more of the collaborative tools available on the university’s learning management system to eliminate some of the need for the social media groups and better include the faculty members. Participant 5 also found the absence of faculty members in the social media groups to be a problem and recommended involving faculty members in the private groups to correct misinformation and answer questions.

Scaffolding knowledge

In addition to sharing resources, three students indicated that the Facebook groups were essential for giving and receiving support throughout their nursing programs. Similarly, five nursing students shared how they use social media to review their clinical skills. Three participants used social media to review IV insertion. Participant 7 described how “I use Instagram, I follow someone, she, her, her tag is IV Queen or something like that, but she gives a lot of intravenous tips on how to insert IVs and how to care for them”. Participant 3 also described using YouTube videos to review IV compatibility. Participant 1 shared how they used YouTube to practice for their IV therapy lab. Participant 1 also described how “we have used some YouTube videos and tutorials and stuff in our labs where we’re able to view, like, for example just last week we were learning about central lines, um, so we looked at a video about how to do the dressing change for a central line”. Participant 1 also described how they use YouTube to learn about skills like ambulating patients prior to starting their surgical rotation so that they would understand what they were about to do on the rotation.

Why use social media

The study participants presented several reasons to use social media in support of their formal and informal learning activities; similarly, they also presented several reasons to be cautious of using social media for these purposes. Table 4 presents an overview of exemplary participant quotations presented thematically.

Credibility and relevance of sources

Seven participants discussed the credibility and relevance of the sources they found on social media. Participant 7 indicated that they find their friends and followers on social media do not tend to share a lot of content that “I don’t consider real, like the fake news, but it’s a lot of more credible sources, like major journal articles and stuff like that”. Participant 4 expressed that students are taking a risk in depending on social media rather than on their books and their notes. Other students, like Participant 6, emphasized the importance of developing critical thinking skills and being able to filter social media posts so that they could appropriately determine which sources were accurate or credible. Participant 8 indicated that relying on social media links provided by course professors was helpful since “you know if the instructors are posting those videos, then you know that they’re credible sources.”

Professors and professionalism

All nine nursing students shared how their professors, programs, and the importance of professionalism influenced their use of social media. Four participants shared that, perhaps with the exception of YouTube videos, their professors did not use social media in their teaching and discouraged its use by nursing students. Participant 6 explained that “social media is kind of shunned a lot in nursing because of that whole idea of don’t post anything, don’t share your clinical experiences and don’t, you know, breach privacy.” In some instances, participants reported that their professors did not use social media in their teaching but encouraged students to use it to complete course assignments, like learning portfolios. Participant 4 shared that “[the professors] really like the idea of us working together on things and utilizing each other to keep on track”, especially as it related to support during clinical placements.” Other participants described their professors incorporating podcasts, videos, and Reddit into their courses, which encouraged their use of social media for learning. Still, several participants expressed concerns related to professionalism on social media. Participant 3 explained how “I definitely avoid posting about like, things that involve substance use. I feel like there’s added pressure on people in certain, in various professions like healthcare and police that you should avoid because you’re supposed to uphold a certain image of the profession.”

Convenience and accessibility

Several participants discussed the convenience of social media. Two participants shared how it was easier for communication purposes than other methods (i.e., emails, calls, texts). Other participants described how social media provided a central repository for resources that could be easily accessed by classmates. However, Participants 3 and 5 highlighted some challenges to accessibility because of using social media for learning, notably poor internet connection and lack of transcriptions or alternative formats.

Engagement and distraction

Four participants shared how they found social media to be an engaging platform for learning in their nursing education. Participant 4 explained how social media helps highlight major class concepts in a variety of formats, which can be helpful for different learners. Several participants spoke about growing up with social media and how their previous experiences motivated them to use it as a tool to support their nursing education. Participant 6 explained how “I kind of grew up with technology and grew up with social media that I just know how to use it and know how to access it and don’t have a problem filtering out what I don’t need.” Despite how participants felt about social media’s potential for engagement, they also found it potentially distracting. This was a common theme amongst both face-to-face and distance students. Participant 2 described ending up in a “Facebook vortex, where I end up being on it for 2 h, not necessarily on that [program specific] group.”

The nursing student participants described multiple ways of using social media to support their learning. None of the students in this study described using social media for the same creative formal experiences as those published by Thomas et al. [ 25 ] wherein a course instructor developed a simulated student on Facebook for nursing students to interact with online. However, a couple of students outlined their experiences being required to use sites like Reddit to learn about the patient experience. Additionally, some participants described how they used social media to develop patient-oriented health advocacy campaigns for healthcare organizations, effectively demonstrating how social media is being used in their formal nursing education. The ways in which the nursing students use social media to support their formal learning demonstrate social media’s collaborative capacity for knowledge and information exchange for both on-campus and distance students [ 6 , 48 , 49 ]. The study participants used social media creatively to support their formal education; for instance, participants referenced program-specific Facebook groups where they could collectively decide on questions that they needed to ask their professors in class. This finding is consistent with that of Junco et al. [ 50 ], where they found social media to be a low-stress method for students to ask questions of their peers and educators.

Informally, participants indicated using social media to refresh their clinical skills before applying them in lab settings or during clinical rotations. While the findings of this study do not directly touch on the use of social media at the point-of-care, studies like that conducted by Hay et al. [ 51 ] demonstrate social media’s potential utility for enhanced clinical learning and patient safety. In this study, two participants described how they use social media, specifically YouTube videos, to help with patient education at the bedside. Moreover, the participants indicated that they took a cautious approach to using social media in their formal and informal learning out of concern for professionalism implications. Several students indicated that they had been warned about the repercussions of unprofessional online behaviour and had adjusted their behaviour accordingly. This finding is similar to that of a previous conducted narrative review by O’Connor et al. [ 34 ] that found that students were likely to change what content they shared using social media after learning about issues of professionalism.

Importantly, the participants in this study appeared to use social media as a third space. Aaen and Dalsgaard [ 52 ] describe the ‘third space’ as being one that emerges in boundaries or overlaps across spheres; they explain that third spaces emerge from a need for discourses that are unavailable or cannot be filled in existing settings. Participants described creating their own Facebook groups for their classes, cohorts, study groups, clinical groups, and programs. The students explained that faculty members were not present in their Facebook groups, although they did sometimes encourage students to join the groups to stay up to date on information. The participants shared that they used the groups to fill gaps in their education. Others described using the Facebook groups to create a sense of community they felt was missing in their distance learning. In fact, this study found that nursing students use social media in their education in several ways that are often hidden or ‘behind the scenes’. Aaen and Dalsgaard [ 52 ] found that Facebook formed a ‘third space’ that combined elements of academic, personal, and social communication that does not typically take place within conventional university structures or spaces. The findings of this study are similar in the sense that the nursing student participants used social media as a mechanism to collaborate, communicate, teach, and learn when traditional university avenues were unavailable to them.

This study has implications for learning theory in connected teaching and learning. Learning theories – and thus, approaches to teaching – have moved from behaviourist to constructivist in the age of technology [ 53 ]. Indeed, social learning theories like connectivism [ 54 ], Communities of Practice [ 55 ], and social constructivism [ 36 ] can reflect the realities of connected teaching and learning because they focus on collective learning and knowing in both physical and digital spaces. In the present study, social constructivism, specifically Vygotsky’s Zone of Proximal Development, is evident in the participants’ use of social media for formal and informal learning purposes. Vygotsky [ 56 ] defines the Zone of Proximal Development as “the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with capable peers” (p. 86). The participants in this study described using online social media groups to share information about course requirements, assignment information, and exam tips. Social media also appeared to be a method for students to consolidate, share, and engage in their learning as part of a larger social process. Several participants described experiences of scaffolding learning for their peers either within their own cohort or in cohorts behind them using social media groups. Scaffolding is a key component of Vygotsky’s Zone of Proximal Development and has applications for online course design; technical scaffolding allows learners to experience just-in-time instruction and be provided with resources to solve problems and generate new learning and understanding collaboratively online [ 57 ]. Thus, the online learning environment should provide learners with the resources, tools, and supports they need to build their own knowledge; scaffolding fades as learners develop their own knowledge and expertise [ 53 ].

Implications for nursing education policy and practice

This study demonstrates that nursing students are using social media in their educational practices both formally and informally. This use of social media has implications for teaching and learning in nursing education. Faculty members must consider the purposes for which nursing students are using social media, especially informally. One finding of this study suggested that nursing students turned to social media to fill perceived gaps – both academic and social – in their learning experience. If faculty members and schools of nursing are aware that social media is being used by nursing students for formal and informal teaching and learning purposes, it can be leveraged to achieve specific competencies and learning objectives. Based on this study, we have highlighted recommendations for nursing education policy and practice.

At the policy level, professional and appropriate social media communication could be included as an educational competency in nursing education programs, if not already stated in guiding curriculum frameworks. The purpose of this recommendation is not to discourage social media use but rather to develop competent online communicators who are equipped to use social media for teaching, learning, advocacy, and knowledge translation purposes. At the institution level, increased training for both faculty members and students on digital literacies, identifying credible online sources, and managing misinformation could help ensure faculty and students feel equipped to use digital tools like social media effectively in their teaching and learning. Finally, at the course level, some participants valued using social media to extend their learning while others were more reluctant to use it; thus, approaching the use of social media with flexibility and allowing for choice is essential. Providing optional opportunities to extend learning may help encourage participation on social media and help students discover how social media platforms can be used as learning tools informally within the nursing profession.

Limitations and future directions

This exploratory qualitative case study included individual semi-structured interviews with nursing students from one Canadian School of Nursing. Despite incentivizing interview participation, we were only able to recruit 9 of the 24 possible participants. It is also probable that those who participated were more interested in social media than those who did not participate. The interviews consisted of self-reported data from the perspectives of the participants. Although participants spoke about how their professors used social media in their courses, the professors’ perspectives were not included in this study, leaving a potential imbalance and area for future research. Moreover, our small qualitative sample did not allow for a stratified analysis based on the program delivery method. This type of analysis would be interesting to conduct with a larger, quantitative dataset. Lastly, while the interview guide included questions about the nursing student participants’ experiences using social media, it did not include questions about their cultural backgrounds. In future, it would be interesting to explore how students’ culture backgrounds influence how and why they use of social media.

Conclusions

The nursing students in this study described and demonstrated using social media to support their formal and informal learning. The participants also used social media as a third space, one that is separate from the traditional confines of the university. Within this space, participants merged their personal and academic discussions to collaborate, share resources, mentor one another, and connect with nursing experts and professional institutions. This use of social media has implications for teaching and learning in nursing education, especially regarding learning theory, scaffolding, and online course design.

Availability of data and materials

Due to the qualitative case study nature of this research, the data generated and analyzed during the current study are not publicly available to maintain the anonymity of the study participants. Data are available from the corresponding author on reasonable request.

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C. G. and K. M. were equally responsible for conceptualizing the study, conducting data collection and analysis, writing the main manuscript text and reviewing the manuscript. All the authors read and approved the final manuscript.

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Giroux, C.M., Moreau, K.A. Nursing students’ use of social media in their learning: a case study of a Canadian School of Nursing. BMC Nurs 21 , 195 (2022). https://doi.org/10.1186/s12912-022-00977-0

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Published: 05 June 2024

Experiences of medical students and faculty regarding the use of long case as a formative assessment method at a tertiary care teaching hospital in a low resource setting: a qualitative study

Jacob Kumakech 1 ,
Ian Guyton Munabi 2 ,
Aloysius Gonzaga Mubuuke 3 &
Sarah Kiguli 4

BMC Medical Education volume 24 , Article number: 621 ( 2024 ) Cite this article

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Introduction

The long case is used to assess medical students’ proficiency in performing clinical tasks. As a formative assessment, the purpose is to offer feedback on performance, aiming to enhance and expedite clinical learning. The long case stands out as one of the primary formative assessment methods for clinical clerkship in low-resource settings but has received little attention in the literature.

To explore the experiences of medical students and faculty regarding the use of the Long Case Study as a formative assessment method at a tertiary care teaching hospital in a low-resource setting.

Methodology

A qualitative study design was used. The study was conducted at Makerere University, a low-resource setting. The study participants were third- and fifth-year medical students as well as lecturers. Purposive sampling was utilized to recruit participants. Data collection comprised six Focus Group Discussions with students and five Key Informant Interviews with lecturers. The qualitative data were analyzed by inductive thematic analysis.

Three themes emerged from the study: ward placement, case presentation, and case assessment and feedback. The findings revealed that students conduct their long cases at patients’ bedside within specific wards/units assigned for the entire clerkship. Effective supervision, feedback, and marks were highlighted as crucial practices that positively impact the learning process. However, challenges such as insufficient orientation to the long case, the super-specialization of the hospital wards, pressure to hunt for marks, and inadequate feedback practices were identified.

The long case offers students exposure to real patients in a clinical setting. However, in tertiary care teaching hospitals, it’s crucial to ensure proper design and implementation of this practice to enable students’ exposure to a variety of cases. Adequate and effective supervision and feedback create valuable opportunities for each learner to present cases and receive corrections.

Peer Review reports

The long case serves as an authentic assessment method for evaluating medical students’ competence in clinical tasks [ 1 ]. This form of assessment requires students to independently spend time with patients taking their medical history, conducting physical examinations, and formulating diagnosis and management plans. Subsequently, students present their findings to senior clinicians for discussion and questioning [ 2 , 3 ]. While developed countries increasingly adopt simulation-based assessments for formative evaluation, logistical challenges hinder the widespread use of such methods in developing countries [ 4 ]. Consequently, the low-resource countries heavily rely on real patient encounters for formative assessment. The long case is one such method predominantly used as a primary formative assessment method during clinical clerkship and offers a great opportunity for feedback [ 5 ]. The assessment grounds students’ learning into practice by providing them with rich opportunities to interact with patients and have the feel of medical practice. The long case thus bridges the gap between theory and practice, immersing students in the real tasks of a physician [ 1 ]. The complexity of clinical scenarios and the anxiety associated with patient encounters may not be well replicated in simulation-based assessments because diseases often have atypical presentations not found in textbooks. Assessment methods should thus utilize authentic learning experiences to provide learners with applications of learning that they would expect to encounter in real life [ 6 ]. This requires medical education and the curriculum to focus attention on assessment because it plays a significant role in driving learning [ 7 ]. The long case thus remains crucial in medical education as one of the best ways of preparing for practice. It exposes the student repeatedly to taking medical history, examining patients, making clinical judgments, deciding treatment plans, and collaborating with senior clinicians.

The long case, however, has faced significant criticism in the medical education literature due to perceived psychometric deficiencies [ 8 , 9 , 10 ]. Consequently, many universities have begun to adopt assessment methods that yield more reliable and easily defensible results [ 2 ] due to concerns over the low reliability, generalizability, and validity of the long case, coupled with rising litigations and student appeals [ 11 , 12 ]. Despite these shortcomings, the long case remains an educationally valuable assessment tool that provides diagnostic feedback essential for the learning process during clinical clerkship [ 13 ]. Teachers can utilize long-case results to pinpoint neglected areas or teaching deficiencies and align with course outcomes.

However, there is a paucity of research into the long case as a formative assessment tool. A few studies conducted in developed countries highlighted its role in promoting a holistic approach to patient care, fostering students’ clinical skills, and a driving force for students to spend time with patients [ 2 , 13 ], . There is a notable absence of literature on the use of long case as a formative assessment method in low-resource countries, and no published work is available at Makerere University where it has been used for decades. This underscores the importance of conducting research in this area to provide insight into the effectiveness, challenges, and potentials for improvement. Therefore, this study aimed to investigate the experiences of medical students and faculty regarding the utilization of the long case as a formative assessment method within the context of a tertiary care teaching hospital in a low-resource setting.

Study design

This was an exploratory qualitative study.

Study setting

The research was conducted at Makerere University within the Department of Internal Medicine. The Bachelor of Medicine and Bachelor of Surgery (MBChB) degree at Makerere University is a five-year program with the first two years for pre-clinical (biomedical Sciences) course and the last three years dedicated to clinical clerkship. Medical students do Internal Medicine clerkships in third- and fifth-year at the two tertiary teaching hospitals namely; Mulago and Kiruddu National Referral Hospitals. The students are introduced to the long case in third-year as Junior Clerks and later in the fifth-year as Senior Clerks. During clerkship, students are assigned to various medical wards, where they interact with patients, take medical history from them, perform physical examinations, and develop diagnosis and management plans. Subsequently, students present their long cases to lecturers or postgraduate students, often in the presence of their peers, followed by feedback and comprehensive case discussions. Students are afforded ample time to prepare and present their cases during ward rounds, at their discretion. The students are formatively assessed and a mark is awarded on a scale of one to ten in the student’s logbook. Each student is required to make a minimum of ten long cases over the seven weeks of clerkship.

Study participants

The study participants were third- and fifth-year medical students who had completed junior and senior clerkship respectively, as well as lecturers who possessed at least five years of experience with the long case. The participants were selected through purposive sampling. The sample size for the study was determined by data saturation.

Data collection

Data were collected through Focus Group Discussions (FGDs) and Key Informant Interviews (KIIs). A total of 36 medical students participated in FGDs, reflecting on their experiences with the long case. Five faculty members participated in individual KIIs. The students were mobilized by their class representative and a brief recruitment presentation was made at the study site while the lecturers were approached via email and telephone invitation.

Six FGDs were conducted, three for junior clerks and three for senior clerks. Each FGD comprised of 5–7 participants with balanced male and female gender representation. Data saturation was achieved by the fifth FGD, at which point no additional new information emerged. A research assistant proficient in qualitative research methods moderated the FGDs. The discussions lasted between 55 min and 1 h 10 min and were audio recorded. The Principal Investigator attended all the FGDs to document interactions and record his perspectives and non-verbal cues of participants.

Semi-structured KIIs were used to collect data from Internal Medicine faculty. Five KIIs were conducted, and data saturation was achieved by the fourth interview, at which point no new theme emerged. The Principal Investigator conducted the KIIs via Zoom. Each interview lasted between 25 and 50 min and all were audio recorded. A research assistant proficient in qualitative methods attended all the Zoom meetings. The data collected were securely stored on a hard drive and Google Drive with password protection to prevent unauthorized access.

Data analysis

Data analysis was done through inductive thematic analysis method. Following each FGD or KII session, the data collection team listened to the recordings to familiarize themselves with the data and develop general ideas regarding the participants’ perspectives. The data were transcribed verbatim by the researchers to generate text data. Two separate transcripts were generated by the Principal Investigator and a research assistant. The transcripts were then compared and manually reviewed by the research team to compare the accuracy with the audio recordings. After transcript harmonization, data cleaning was done for both FGDs and KIIs transcripts.

The transcribed data from both FGDs and KIIs underwent inductive thematic analysis as aggregated data. This involved initial line-by-line coding, followed by focused coding where the relationships between initial codes were explored and similar codes were grouped. Throughout the analysis, the principle of constant comparison was applied, where emerging codes were compared for similarities and differences.

Study results

Socio-demographics.

A total of 36 medical students participated in the FGDs, comprising 18 junior clerks and 19 senior clerks. The participants were aged between 21 and 25 years except two participants who were aged above 25 (30 and 36 years old). Among the third-year students, there were 10 male and 9 female participants while the fifth-year student comprised of 8 male and 10 female participants.

Five lecturers participated in the Key Informant Interviews, three of whom were females and two male participants. They were aged between 40 and 50 years, and all had over 10 years of experience with the long case. The faculty members included one consultant physician, one associate professor, two senior lecturers, and one lecturer.

Themes that emerged

Three themes emerged from the study: ward placement, case presentations, and case assessment and feedback.

Themes	Codes
Theme 1; ward placement	Allocation to specific ward, specialization of the wards, orientation on the ward, and exposure to other ward
Theme 2; case presentation	Variation in the mode of presentation, limited observation of skills, and unreliable presence of lecturers.
Theme 3; case assessment and feedback	Marks awarded for the long case, case write-up, marks as motivators, pressure to hunt for mark Feedback is given to the student, feedback to the lecturer, limitations of the feedback practice

Themes

Codes

Theme 1; ward placement

Allocation to specific ward, specialization of the wards, orientation on the ward, and exposure to other ward

Theme 2; case presentation

Variation in the mode of presentation, limited observation of skills, and unreliable presence of lecturers.

Theme 3; case assessment and feedback

Marks awarded for the long case, case write-up, marks as motivators, pressure to hunt for mark

Feedback is given to the student, feedback to the lecturer, limitations of the feedback practice

Theme 1: Ward placement

The study findings disclosed that medical students are assigned to specific wards for the duration of their clerkship. The specialization of medical wards was found to significantly restrict students’ exposure to limited disease conditions found only in their allocated ward.

With the super-specialization of the units, there is some bias on what they do learn; if a particular group is rotating on the cardiology unit, they will obviously have a bias to learn the history and physical exam related to cardiovascular disease (KII 1).

The students, particularly junior clerks, expressed dissatisfaction with the lack of proper and standardized orientation to the long case on the wards. This deficiency led to wastage of time and a feeling of being unwelcome in the clerkship.

Some orient you when you reach the ward but others you reach and you are supposed to pick up on your own. I expect orientation, then taking data from us, what they expect us to do, and what we expect from them, taking us through the clerkship sessions (FGD 4 Participant 1).

Students’ exposure to cases in other wards poses significant challenges; the study found that as some lecturers facilitate visits to different wards for scheduled teaching sessions, others don’t, resulting in missed learning opportunities. Additionally, some lecturers leave the burden on students’ personal initiative to explore cases in other wards.

We actually encourage them to go through the different specialties because when you are faced with a patient, you will not have to choose which one to see and not to see (KII 4).

Imagine landing on a stroke patient when you have been in the infectious disease ward or getting a patient with renal condition when you have been in the endocrinology ward can create problems (FGD 6 Participant 3).

Theme 2 Case presentation

Medical students present their long case to lecturers and postgraduate students. However, participants revealed variations among lecturers regarding their preferences on how they want students to present their cases. While some prefer to listen to the entire history and examination, others prefer only a summary, and some prefer starting from the diagnosis.

The practice varies depending on the lecturer, as everyone does it their own way. There are some, who listen to your history, examination, and diagnosis, and then they go into basic discussion of the case; others want only a summary. Some lecturers come and tell you to start straight away from your diagnosis, and then they start treating you backward (FGD 6 Participant 3).

The students reported limited observation of their skills due a little emphasis placed by examiners on physical examination techniques, as well as not providing the students with the opportunity to propose treatment plans.

When we are doing these physical examinations on the ward no one is seeing you. You present your physical examination findings, but no one saw how you did it. You may think you are doing the right thing during the ward rotations, but actually your skills are bad (FGD 4 Participant 6).

They don’t give us time to propose management plans. The only time they ask for how you manage a patient is during the summative long case, yet during the ward rotation, they were not giving us the freedom to give our opinion on how we would manage the patient.(FGD 2Participant 6).

Supervision was reportedly dependent on the ward to which the student was allocated. Additionally, the participants believe that the large student-to-lecturer ratio negatively affects the opportunity to present.

My experience was different in years three and five. In year three, we had a specialist every day on the ward, but in year five, we would have a specialist every other day, sometimes even once a week. When I compare year five with year three, I think I was even a better doctor in year three than right now (FGD 1 Participant 1).

Clinical training is like nurturing somebody to behave or conduct themselves in a certain way. Therefore, if the numbers are large, the impacts per person decrease, and the quality decreases (KII 5).

Theme C: Case assessment and feedback

The study found that a student’s long case is assessed both during the case presentation on the ward and through the case write-up, with marks awarded accordingly.

They present to the supervisor and then also write it up, so at a later time you also mark the sheet where they have written up the cases; so they are assessed at presentation and write up (KII 2).

The mark awarded was reportedly a significant motivator for students to visit wards and clerk patients, but students also believe that the pressure to hunt for marks tends to override the goal of the formative assessment.

Your goal there is to learn, but most of us go with the goal of getting signatures; signature-based learning. The learning, you realize probably comes on later if you have the individual morale to go and learn (FGD 1 participant 1).

Feedback is an integral part of any formative assessment. While students receive feedback from lecturers, the participants were concerned about the absence of a formal channel for soliciting feedback from students.

Of course, teachers provide feedback to students because it is a normal part of teaching. However, it is not a common routine to solicit feedback about how teaching has gone. So maybe that is something that needs to be improved so that we know if we have been effective teachers (KII 3).

Whereas the feedback intrigues students to read more to compensate for their knowledge gap, they decried several encounters with demeaning, intimidating, insulting, demotivating, and embarrassing feedback from assessors.

Since we are given a specific target of case presentation we are supposed to make in my training , if I make the ten, I wouldn’t want to present again. Why would I receive other negative comments for nothing? They truly have a personality effect on the student, and students feel low self-esteem (FGD 1, Participant 4).

This study aimed to investigate the experiences of medical students and faculty regarding the use of the long case as a formative assessment method at a tertiary care teaching hospital in a low-resource setting. This qualitative research provides valuable insights into the current practices surrounding the long case as a formative assessment method in such a setting.

The study highlighted the patient bedside as the primary learning environment for medical students. Bedside teaching plays a crucial role in fostering the development of skills such as history-taking and physical examination, as well as modeling professional behaviors and directly observing learners [ 14 , 15 ]. However, the specialization of wards in tertiary hospitals means that students may not be exposed to certain conditions found in other wards. This lack of exposure can lead to issues of case specificity, which has been reported in various literature as a cause of low reliability and generalizability of the long case [ 16 , 17 ]. Participants in the study expressed feeling like pseudo-specialists based on their ward allocations. This is partly attributed to missing scheduled teachings and poor management of opportunities to clerk and present patients on other wards. Addressing these challenges is essential for enhancing the effectiveness of the long case as a formative assessment method in medical education.

Proper orientation at the beginning of a clerkship is crucial for clarifying the structure and organization, defining students’ roles, and providing insights into clinical supervisors’ perspectives [ 18 ]. However, the study revealed that orientation into the long case was unsatisfactory, resulting in time wastage and potentially hindering learning. Effective orientation requires dedicated time and should involve defining expectations and goals, as well as guiding students through the steps of history-taking and physical examination during the initial weeks of the rotation. Contrary to this ideal approach, the medical students reported being taken through systemic examinations when the clerkship was nearing its end, highlighting a significant gap in the orientation process. Proper orientation is very important since previous studies have also documented the positive impact of orientation on student performance [ 19 ]. Therefore, addressing the shortcomings in orientation practices identified in this study is essential for optimizing learning outcomes and ensuring that students are adequately prepared to engage in the long case.

There was reportedly a significant variation in the way students present their long cases, with some lecturers preferring only a case summary, while others expect a complete presentation or begin with a diagnosis. While this diversity in learning styles may expose students to both familiar and unfamiliar approaches, providing a balance of comfort and tension [ 20 ], it’s essential for students to first be exposed to familiar methods before transitioning to less familiar ones to expand their ability to use diverse learning styles. The variation observed in this context may be attributed to time constraints, as lecturers may aim to accommodate the large number of students within the available time. Additionally, a lack of standardized practices could also contribute to this variation. Therefore, there is a pressing need for standardized long-case practices to ensure a consistent experience for students and to meet the desired goals of the assessment. Standardizing the long case practice would not only provide a uniform experience for students but also enhance the reliability, validity, and perception of fairness of the assessment [ 9 , 21 ]. It would ensure that all students are evaluated using the same criteria, reducing potential biases and disparities in grading. Additionally, standardized practices facilitate better alignment with learning objectives and promote more effective feedback mechanisms [ 22 ].

Related to the above, students reported limited observation of skills and little emphasis placed on them to learn physical examination techniques. This finding resonates with the research conducted by Abdalla and Shorbagi in 2018, where many students reported a lack of observation during history-taking and physical examination [ 23 ]. The importance of observation is underscored by the fact that students often avoid conducting physical examinations, as highlighted in Pavlakis & Laurent’s study among postgraduate trainees in 2001 [ 24 ]. This study sheds more light on the critical role of observation in forcing medical students to master clinical assessment and practical skills. The study also uncovered that students are rarely given the opportunity to propose management plans during case presentations, which hampers their confidence and learning of clinical decision-making. These findings likely stem from the large student-to-lecturer ratio and little attention given to these aspects of the long case during the planning of the assessment method. The result is students not receiving the necessary guidance and support to develop their clinical and decision-making skills. Therefore, addressing these issues by putting more emphasis on observation of student-patient interaction, management plan, and having a smaller student group is vital to ensure that medical students receive comprehensive training and are adequately prepared for their future roles as physicians.

The study found that the marks awarded for the long case serve as the primary motivator for students. This finding aligns with previous research indicating that the knowledge that each long case is part of assessment drives students to perform their duties diligently [ 2 , 25 ]. It underscores the crucial role that assessment plays in driving learning processes. However, the pressures to obtain marks and signatures reportedly hinder students’ engagement in learning. This could be attributed to instances where some lecturers relax on supervision or are absent, leaving students to struggle to find someone to assess them. Inadequate supervision by attending physicians has been identified in prior studies as one of the causes of insufficient clinical experience [ 26 ], something that need to be dealt with diligently. While the marks awarded are a motivating factor, it is essential to understand other underlying motivations of medical students to engage in the long case and their impact on the learning process.

Feedback is crucial for the long case to fulfill its role as an assessment for learning. The study participants reported that feedback is provided promptly as students present their cases. This immediate feedback is essential for identifying errors and learning appropriate skills to enhance subsequent performance. However, the feedback process appears to be unilateral, with students receiving feedback from lecturers but lacking a structured mechanism for providing feedback themselves. One reason for the lack of student feedback may be a perceived intimidating approach from lecturers which discourages students from offering their input. It is thus important to establish a conducive environment where students feel comfortable providing feedback without fear of negative repercussions. The study underscores the significance of feedback from students in improving the learning process. This aligns with the findings of Hattie and Timperley (2007), who emphasized that feedback received from learners contributes significantly to improvements in student learning [ 27 ]. Therefore, it is essential to implement strategies to encourage and facilitate bidirectional feedback between students and lecturers in the context of the long case assessment. This could involve creating formal channels for students to provide feedback anonymously or in a structured format, fostering open communication, and addressing any perceived barriers to feedback exchange [ 28 ]. By promoting a culture of feedback reciprocity, educators can enhance the effectiveness of the long case as an assessment tool.

Conclusions

In conclusion, the long case remains a cornerstone of formative assessment during clerkship in many medical schools, particularly in low-resource countries. However, its effectiveness is challenged by limitations such as case specificity in tertiary care hospitals, which can affect the assessment’s reliability and generalizability. The practice of awarding marks in formative assessment serves as a strong motivator for students but also creates tension, especially when there is inadequate contact with lecturers. This can lead to a focus on hunting for marks at the expense of genuine learning. Thus adequate supervision and feedback practices are vital for ensuring the success of the long case as an assessment for learning.

Furthermore, there is a need to foster standardized long case practice to ensure that scheduled learning activities are completed and that all students clerk and present patients with different conditions from various wards. This will promote accountability among both lecturers and students and ensure a consistent and uniform experience with the long case as an assessment for learning, regardless of the ward a student is assigned.

Data availability

The data supporting the study results of this article can be accessed from the Makerere University repository, titled “Perceptions of Medical Students and Lecturers of the Long Case Practices as Formative Assessment in Internal Medicine Clerkship at Makerere University,” available on DSpace. The identifier is http://hdl.handle.net/10570/13032 . Additionally, the raw data are securely stored with the researchers in Google Drive.

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Acknowledgements

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This research was supported by the Fogarty International Centre of the National Institute of Health under award number 1R25TW011213. The content is solely the responsibility of the author and does not necessarily represent the official views of the National Institute of Health.

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JK contributed to the conception and design of the study, as well as the acquisition, analysis, and interpretation of the data. He also drafted the initial version of the work and approved the submitted version. He agrees to be personally accountable for his contribution and to ensure that any questions related to the accuracy or integrity of any part of the work, even those in which he was not personally involved, are appropriately investigated and resolved, with the resolution documented in the literature.IMG contributed to the analysis and interpretation of the data. He also made major corrections to the first draft of the manuscript and approved the submitted version. He agrees to be personally accountable for his contribution and to ensure that any questions related to the accuracy or integrity of any part of the work, even those in which he was not personally involved, are appropriately investigated and resolved, with the resolution documented in the literature.MA contributed to the analysis and interpretation of the data. He made major corrections to the first draft of the manuscript and approved the submitted version. He agrees to be personally accountable for his contribution and to ensure that any questions related to the accuracy or integrity of any part of the work, even those in which he was not personally involved, are appropriately investigated and resolved, with the resolution documented in the literature.SK made major corrections to the first draft and the final corrections for the submitted version of the work. She agrees to be personally accountable for her contribution and to ensure that any questions related to the accuracy or integrity of any part of the work, even those in which she was not personally involved, are appropriately investigated and resolved, with the resolution documented in the literature.

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Kumakech, J., Munabi, I.G., Mubuuke, A.G. et al. Experiences of medical students and faculty regarding the use of long case as a formative assessment method at a tertiary care teaching hospital in a low resource setting: a qualitative study. BMC Med Educ 24 , 621 (2024). https://doi.org/10.1186/s12909-024-05589-7

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Elektrostal

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Elektrostal , city, Moscow oblast (province), western Russia . It lies 36 miles (58 km) east of Moscow city. The name, meaning “electric steel,” derives from the high-quality-steel industry established there soon after the October Revolution in 1917. During World War II , parts of the heavy-machine-building industry were relocated there from Ukraine, and Elektrostal is now a centre for the production of metallurgical equipment. Pop. (2006 est.) 146,189.

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Moscow Oblast

Elektrostal

Elektrostal Localisation : Country Russia , Oblast Moscow Oblast . Available Information : Geographical coordinates , Population, Altitude, Area, Weather and Hotel . Nearby cities and villages : Noginsk , Pavlovsky Posad and Staraya Kupavna .

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Elektrostal Demography

Information on the people and the population of Elektrostal.

Elektrostal Population	157,409 inhabitants
Elektrostal Population Density	3,179.3 /km² (8,234.4 /sq mi)

Elektrostal Geography

Geographic Information regarding City of Elektrostal .

Elektrostal Geographical coordinates	Latitude: , Longitude: 55° 48′ 0″ North, 38° 27′ 0″ East
Elektrostal Area	4,951 hectares 49.51 km² (19.12 sq mi)
Elektrostal Altitude	164 m (538 ft)
Elektrostal Climate	Humid continental climate (Köppen climate classification: Dfb)

Elektrostal Distance

Distance (in kilometers) between Elektrostal and the biggest cities of Russia.

Elektrostal Map

Locate simply the city of Elektrostal through the card, map and satellite image of the city.

Elektrostal Nearby cities and villages

Elektrostal Weather

Weather forecast for the next coming days and current time of Elektrostal.

Elektrostal Sunrise and sunset

Find below the times of sunrise and sunset calculated 7 days to Elektrostal.

Day	Sunrise and sunset	Twilight	Nautical twilight	Astronomical twilight
8 June	02:43 - 11:25 - 20:07	01:43 - 21:07	01:00 - 01:00	01:00 - 01:00
9 June	02:42 - 11:25 - 20:08	01:42 - 21:08	01:00 - 01:00	01:00 - 01:00
10 June	02:42 - 11:25 - 20:09	01:41 - 21:09	01:00 - 01:00	01:00 - 01:00
11 June	02:41 - 11:25 - 20:10	01:41 - 21:10	01:00 - 01:00	01:00 - 01:00
12 June	02:41 - 11:26 - 20:11	01:40 - 21:11	01:00 - 01:00	01:00 - 01:00
13 June	02:40 - 11:26 - 20:11	01:40 - 21:12	01:00 - 01:00	01:00 - 01:00
14 June	02:40 - 11:26 - 20:12	01:39 - 21:13	01:00 - 01:00	01:00 - 01:00

Elektrostal Hotel

Our team has selected for you a list of hotel in Elektrostal classified by value for money. Book your hotel room at the best price.

	Located next to Noginskoye Highway in Electrostal, Apelsin Hotel offers comfortable rooms with free Wi-Fi. Free parking is available. The elegant rooms are air conditioned and feature a flat-screen satellite TV and fridge...	from
	Located in the green area Yamskiye Woods, 5 km from Elektrostal city centre, this hotel features a sauna and a restaurant. It offers rooms with a kitchen...	from
	Ekotel Bogorodsk Hotel is located in a picturesque park near Chernogolovsky Pond. It features an indoor swimming pool and a wellness centre. Free Wi-Fi and private parking are provided...	from
	Surrounded by 420,000 m² of parkland and overlooking Kovershi Lake, this hotel outside Moscow offers spa and fitness facilities, and a private beach area with volleyball court and loungers...	from
	Surrounded by green parklands, this hotel in the Moscow region features 2 restaurants, a bowling alley with bar, and several spa and fitness facilities. Moscow Ring Road is 17 km away...	from

Elektrostal Nearby

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DB-City.com	Elektrostal /5 (2021-10-07 13:22:50)

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40 Facts About Elektrostal

Written by Lanette Mayes

Modified & Updated: 01 Jun 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy , materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes , offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development .

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy , with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Elektrostal's fascinating history, vibrant culture, and promising future make it a city worth exploring. For more captivating facts about cities around the world, discover the unique characteristics that define each city . Uncover the hidden gems of Moscow Oblast through our in-depth look at Kolomna. Lastly, dive into the rich industrial heritage of Teesside, a thriving industrial center with its own story to tell.

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Elektrostal
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Finding the Sweet Spot: Cushing’s Syndrome vs Adrenal Insufficiency

How to Study Microbiology

How to Effectively Use Lecturio Concept Pages

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Clinical cases

Epigastric pain case study with questions and answers

Low urine output case study with questions and answers

Constipation case study with questions and answers

Headache case study with questions and answers

Rectal bleeding case study with questions and answers

Flank pain case study with questions and answers

Euthanasia case study with questions and answers

Clinical Cases

Painful Hand – OSCE Case

Dizziness and Nausea – OSCE Case

Paediatric Rash – OSCE Case

Pain on Inspiration – OSCE Case

Vaginal Discharge – OSCE Case

Cough, Chest Pain and Fever – OSCE Case

Breathlessness and Acute Rash – OSCE Case

Wheezy Child – OSCE Case

Episode of Facial Weakness – OSCE Case

Lethargic Child – OSCE Case

Headache and Neck Pain – OSCE Case

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Investigations

Clinical Examinations

Pharmacology

Medicine Notes

Clinical Cases

Jaundice during pregnancy

How to Break Bad News

Abnormal Pharmacology and Nausea

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