The SOCRATES curriculum: An innovative integration of technology and theory in medical education

Stephanie Kakos Kraft, Peter C. Honebein, Melvin J. Prince, David G. Marrero

Research output: Contribution to journalArticlepeer-review

4 Scopus citations


This article describes the pilot study of an innovative medical school curriculum module that utilizes a modified problem-based learning (PBL) approach to teach medical students about management of diabetes mellitus. The PBL-based curriculum incorporated computer simulations and analysis of videotaped patient encounters in addition to independent study and group discussion. At the conclusion of the study, student knowledge and clinical decision-making skills were evaluated via questionnaires and examinations. Twenty-three students completed the workshop and all evaluation assessments. Students performed well on the case-study examinations (mean score of 3.39 out of 4) but not on the short answer essay examination, which assessed basic knowledge. Students rated the quality and appeal of the activities using Likert-type scales. In general, students perceived the activities as very worthwhile, with reasonable complexity and adequate time devoted to each activity. Students were very positive about the workshop and preceptor; 15 of the 16 items used to rate workshop appeal yielded mean scores greater than 4 (on a scale of 1 to 5, with 5 being the highest). The results of the pilot study suggest future enhancements that would further improve the outcomes of the training.

Original languageEnglish (US)
Pages (from-to)166-171
Number of pages6
JournalJournal of Visual Communication in Medicine
Issue number4
StatePublished - 1997
Externally publishedYes

ASJC Scopus subject areas

  • Health Professions (miscellaneous)
  • Visual Arts and Performing Arts


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