Case‐based learning: A student experience

I read with interest the article by Burke et al., describing the involvement and progression of problem-based learning (PBL) and case-based learning (CBL) at the University of Glasgow, UK.1 In response, as a medical student from the University of Warwick, UK, I reflect on the benefits of an integrated CBL curriculum.2 Warwick Medical School accepts graduates from all disciplines, including those with non-science-based undergraduate degrees. Our regular group CBL sessions allow for the exchange of knowledge and previous experiences as a team. Considering the discussion of anaphylaxis: as a science graduate I offer knowledge regarding the mechanisms of hypersensitivity reactions. A colleague with nursing experience may be unfamiliar with the detailed physiology, but provides valuable expertise concerning emergency assessment and treatment. Thus, graduates share additional skills from previous qualifications and careers. I feel that this constructivist learning style is very effective, as outlined by Vygotsky who believed that students gain knowledge most effectively from a 'more knowledgeable other'.3 Such collaboration skills are encouraged by the UK General Medical Council's Outcomes for Graduates'.4 I believe that CBL encourages independent learning, which suits graduate-entry medical students who are likely to have developed methods for self-directed study. I echo the sentiments expressed by Burke at al., who suggest that students welcome a variety of teaching methods. This is especially pertinent on accelerated programmes where the volumes of content delivered during short periods may demand didactic approaches. It would be interesting to ascertain any differences in attitudes towards CBL between graduate-entry and undergraduate medical students, as the undergraduates may have less diverse experience and knowledge.