Readdressing the need for consensus in preclinical education

Jeffrey LaRochelle*, William Gilliland, Dario Torre, Elizabeth A. Baker, Alex J. Mechaber, John Poremba, Steven Burning

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


Purpose: Clinical skills are often taught in preclinical courses such as "Introduction to Clinical Medicine" (ICM). We sought to define current national course objectives, roles of standardized and real patients, and methods of assessment in ICM courses, and to readdress the need and desire for establishing consensus. Methods: In April 2005, the Clerkship Directors in Internal Medicine (CDIM) organization conducted its annual, voluntary, and confidential survey. The survey contained a section (24 questions) on preclinical education teaching methods and evaluations. Results: Wide variations exist in the teaching and assessment methods used by ICM courses in 4-ycar medical schools. Respondents indicated a desire for a consensus statement concerning ICM course objectives in addition to guidance on case development, use of standardized patients, and student assessments. Conclusion: Our findings suggest that consensus remains elusive for preclinical education teaching objectives, but would be embraced by ICM course directors.

Original languageEnglish
Pages (from-to)1081-1087
Number of pages7
JournalMilitary Medicine
Issue number10
StatePublished - Oct 2009
Externally publishedYes


Dive into the research topics of 'Readdressing the need for consensus in preclinical education'. Together they form a unique fingerprint.

Cite this