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Please use this identifier to cite or link to this item: https://hdl.handle.net/2440/33043
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dc.contributor.authorChur-Hansen, A.-
dc.contributor.authorKoopowitz, L.-
dc.date.issued2004-
dc.identifier.citationAustralasian Psychiatry, 2004; 12(1):31-35-
dc.identifier.issn1039-8562-
dc.identifier.issn1440-1665-
dc.identifier.urihttp://hdl.handle.net/2440/33043-
dc.descriptionThe definitive version is available at www.blackwell-synergy.com-
dc.description.abstractObjective: Problem-based learning (PBL) relies upon trigger material, often a paper case, to stimulate self-directed enquiry and group discussion. We describe the process of writing a PBL case based upon a patient's narrative account of her experiences of psychiatric illness, and the possible benefits of that collaboration for the patient, as well as for student learning. Conclusion: Real patients are under-utilized in teaching, as are their narratives, and both are believed to be resources worthy of further attention.-
dc.description.statementofresponsibilityAnna Chur-Hansen and Les Koopowitz-
dc.language.isoen-
dc.publisherInforma Healthcare-Taylor & Francis-
dc.source.urihttp://dx.doi.org/10.1046/j.1039-8562.2003.02056.x-
dc.subjectProblem-based learning-
dc.subjectPsychiatry-
dc.subjectMedical education-
dc.titleThe patient's voice in a problem-based learning case-
dc.typeJournal article-
dc.identifier.doi10.1046/j.1039-8562.2003.02056.x-
pubs.publication-statusPublished-
dc.identifier.orcidChur-Hansen, A. [0000-0002-2935-2689]-
Appears in Collections:Aurora harvest
Psychiatry publications

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