Abstract
BackgroundCase-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. Ample data has shown CBL to be an enjoyable and motivational didactic tool, and effective in assisting the expansion of declarative and procedural knowledge in academia. Although a plethora of studies apply multiple choice questions (MCQs) in their investigation, few studies measure CBL or case-based blended learning (CBBL)-mediated changes in students’ procedural knowledge in practice or employ comparison or control groups in isolating causal relationships.MethodsUtilizing the flexibilities of an e-learning platform, a CBBL framework consisting of a) anonymized patient cases, b) case-related textbook material and online e-CBL modules, and c) simulated patient (SP) contact seminars, was developed and implemented in multiple medical fields for undergraduate medical education. Additionally, other fields saw a solo implementation of e-CBL in the same format. E- cases were constructed according to the criteria of Bloom’s taxonomy.In this study, Objective Structured Clinical Examination (OSCE) results from 1886 medical students were analyzed in total, stratified into the following groups: medical students in 2013 (n = 619) before CBBL implementation, and after CBBL implementation in 2015 (n = 624) and 2016 (n = 643).ResultsA significant improvement (adjusted p = .002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min = 0, max = 25).ConclusionE-Case-Based Learning is an effective tool in improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.
Highlights
Case-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s
After having long been a mainstay in business and law school teaching [1], CBL has emerged in its current denomination as a central teaching tool in science and medical education, exhibiting key features advocated by educational researchers [2, 3]
Developing a framework for optimal Online Case Based Learning (e-CBL) use: casebased blended learning (CBBL) Our case-based blended learning (CBBL) approach consisted of a progressive three tier approach described in detail previously in Turk et al [12], in which we had postulated that the transfer of declarative knowledge to procedural knowledge in theory, and of procedural knowledge to procedural skills in practice, requires a three step multimodal approach
Summary
Case-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. After having long been a mainstay in business and law school teaching [1], CBL has emerged in its current denomination as a central teaching tool in science and medical education, exhibiting key features advocated by educational researchers [2, 3]. This formalized teaching mode may have found its foundation in the Viennese pathologist Baron Carl von Rokitansky’s teachings on the correlation. Objectives of case-based discussion commonly relate to three specific cognitive aspects in students: the students’ own knowledge base, case specific details and principles of medicine [6]. As well as on the criteria of Bloom’s taxonomy [9], case structures are elaborated to depict clinical situations requiring higher order thinking skills [10,11,12,13]
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