Case-Based Suffering

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Not long ago, I sat in on an innovative “case-based learning” session at a medical school I was visiting, an institution rapidly acquiring a reputation for educational courage and innovation. In a small workshop room equipped with a communal table, white board, and video monitor to which one student’s computer could be attached so all could see what she scribed on behalf of the group, second-year students asked smart questions about three clinical cases related to their major course that block. They refined insightful queries about what was going on with the relevant organ systems, how certain drugs worked, and which symptoms had clinical import.
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