A2 Refereed review article in a scientific journal
Thinking outside "The Box": Case-based didactics for medical education and the instructional legacy of Dr John M. Graham, Jr
Authors: Sanchez-Lara Pedro A, Grand Katheryn, Haanpää Maria K, Curry Cynthia J, Wang Raymond, Ezgu Fatih, Rose Catherine M, Burkardt Deepika D'Cunha, Conway Robert L, Relan Anju, Carey John C
Publisher: WILEY
Publication year: 2021
Journal:American Journal of Medical Genetics Part A
Journal name in sourceAMERICAN JOURNAL OF MEDICAL GENETICS PART A
Journal acronym: AM J MED GENET A
Volume: 185
Issue: 9
First page : 2636
Last page: 2645
Number of pages: 10
ISSN: 1552-4825
eISSN: 1552-4833
DOI: https://doi.org/10.1002/ajmg.a.62202
Web address : https://doi.org/10.1002/ajmg.a.62202
Abstract
The increasing demand for advanced genomic services has finally come to the attention of healthcare systems and stakeholders who are now eager to find creative solutions to increase the pool of genomic literate providers. Training in genetics and dysmorphology has historically been conducted as a self-driven practice in pattern recognition, ideally within a formal or informal apprenticeship supervised by a master diagnostician. In recent times, case-based learning, framed by flipped classroom pedagogy have become the preferred teaching methods for complex medical topics such as genetics and genomics. To illuminate this perspective, our article was written in honor of the teaching style and pedagogy of Dr John M. Graham Jr and his lifelong commitment to medical education and mentoring.
The increasing demand for advanced genomic services has finally come to the attention of healthcare systems and stakeholders who are now eager to find creative solutions to increase the pool of genomic literate providers. Training in genetics and dysmorphology has historically been conducted as a self-driven practice in pattern recognition, ideally within a formal or informal apprenticeship supervised by a master diagnostician. In recent times, case-based learning, framed by flipped classroom pedagogy have become the preferred teaching methods for complex medical topics such as genetics and genomics. To illuminate this perspective, our article was written in honor of the teaching style and pedagogy of Dr John M. Graham Jr and his lifelong commitment to medical education and mentoring.
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