الفهرس 
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Abstract
In the academic year 2018/2019, Alexandria Faculty of Medicine (AFM) took the initiative to change from its outcome-based curriculum to a competency-based curriculum. One of the latter’s goals was to enhance clinical reasoning by implementing an integrated Surgery and Internal Medicine case-based module in the clerkship phase 1. AFM needed to implement a faculty development program to support this change.
The designed faculty development program was in the form of a series of one-day training workshops to introduce faculty members to clinical reasoning concepts and practice case construction. The program was developed and implemented during the academic year 2020/2021. Study participants included 42 Internal Medicine and General Surgery faculty members who voluntarily accepted the workshop invitation. The participants were divided into eight workshops, an average of 5 in each.
The present study aimed to design, implement, and evaluate a series of training workshops based on experiential learning theory to help design ”cases” that will be subsequently used in clinical teaching to enhance students’ clinical reasoning abilities.
This study adopted a sequential mixed method approach in data collection and processing. It assessed the participants’ reactions and satisfaction with the experiential design of the workshops using the experiential learning survey tool. An MCQ Knowledge Test pre-post test was used to measure knowledge change, the CBL attitudinal scale to measure the change of attitudes towards clinical reasoning concepts, anticipated advantages, and disadvantages of CBL as an instructional method as well as implications for future use, and the modified Ottawa checklist to assess the quality of cases produced after the training. This study also explored the anticipated challenges that might arise during CBL implementation at AFM through focus group discussions from the faculty’s perspective.
The study results supported the hypothesis that faculty members who attended CBL training workshops developed better knowledge and attitudes regarding CBL, and they were able to construct better cases. There was a statistically significant increase in participants’ scores at MCQs knowledge post-test and three out of four attitudinal scales after completing the training compared to their pre-test scores. This indicated that the training improved participants’ understanding of the clinical reasoning concepts, advantages of CBL as an instructional method, and implications for future use. There was a decrease in the mean post-test score in the attitudinal scale related to the disadvantages of CBL, denoting their decreased negative attitude towards CBL.
Participants expressed their satisfaction with the experiential design of the workshop by scoring high median and mean scores in all the scales of the ELS. Cases constructed after training were of better quality than those before built. Interrater reliability was of moderate agreement indicating the reliability and objectivity of the modified Ottawa checklist.
Focus group discussions revealed faculty members’ expectations and concerns about clinical reasoning. As well as anticipated challenges and barriers that could affect the implementation of CBL at AFM. These were related to building cases, authors’ readiness, students’ readiness, and administrative considerations.
This study concluded that faculty development programs are essential during curriculum change. The experiential learning model is valuable for designing authentic, relevant, and highly engaging activities to ensure their utilization and satisfaction.