Words of advice: how to write the story of a patient for a problem-based learning session in a healthcare education program.

Abstract

Medical education is in the process of a pedagogical revolution. Traditional lectures are playing a progressively smaller role, with more of the content being delivered through student-centered small-group sessions. Problem-based learning (PBL) has become a centerpiece of education for many medical schools, in large part because of its focus on the learners identifying their own knowledge gaps. As junior scientists seek faculty appointments in institutions focused on healthcare education, they will find that skills in PBL are valued by the academic community. Among the necessary skills is the capability to lead efforts in PBL case writing. The cases, each of which is a narrative of a patient's experience of disease, are a critical component of the PBL process, as they trigger learners to follow their curiosity and thereby drive learning. In this article, we outline a clear methodology for educators to follow to create new cases. The described steps provide guidance on making each case powerful to learners through creating immediacy and a sense of the patient as a human being. Guidance is also provided to enable case authors to avoid the common pitfalls, including avoiding the introduction of unintended biases and microaggressions. Importantly, guidance is also provided regarding the best practices to incorporate feedback from content experts. Following the steps in our process promotes a methodical approach to case writing that consistently generates a quality product that enriches student learning.