How well do third-year medical students learn key objectives in a case-based surgical lecture series?

Faculty members were asked to list major and minor concepts of their case-b ased session presented during the 12-week 3rd-year surgical clerkship. Afte r each session, students were queried to List the key concepts presented. D ata were collected from two groups: one at the end of an academic year and a second at the beginning of the next academic year. Faculty members listed a median of 10 major and 15 minor concepts. The mean number of matched maj or concepts ranged from 0.2 to 4, and from 0.2 to 3.4 for minor concepts. Z n a comparative analysis, the end-of-the-year students listed a higher numb er of matched concepts for 17 of the 20 sessions than the beginning of the year students (8 sessions reached statistical significance, P < 0.05), The current case-based teaching method is not effective in emphasizing key conc epts to students. Reformatting cases to better align with key concepts may be one solution to enhance a student's ability to grasp key concepts. Stude nts at the end of the academic year outperformed those at the beginning of the year. This additional variable needs to be considered by faculty and in corporated into their teaching techniques.