Application Of Case-based Learning Research Articles

The application of case-based learning with microlectures and flipped classroom teaching methods in the teaching of physiology to nursing undergraduates

ABSTRACT A blended teaching mode is necessary to improve the study efficiency of nursing students. This study aimed to explore the effects of the use of case-based learning (CBL), involving microlectures and flipped classroom teaching methods (flipped CBL mode), via online tools on the teaching of physiology to nursing undergraduates. A total of 207 nursing undergraduates were divided into a control group and a flipped CBL group. The control group received lecture-based learning, while the flipped CBL group received flipped CBL. The results showed that the final exam scores of the flipped CBL group were higher than those of the control group. The majority of nursing students believed that the flipped CBL model could provide guidance for future clinical practice, and could help in their study of physiology. Thus, the use of flipped CBL mode may improve the quality of teaching of physiology and enhance the comprehension and clinical thinking skills of nursing students.

The Application of Case-Based Learning in Endodontics

The Application of Case-Based Learning in Endodontics

Case-Based Learning (CBL) in Chemistry Learning: A Systematic Review

The implementation of Case-Based learning in chemistry learning has grown rapidly in the last ten years. To find trends and issues in the application of case-based learning in chemistry learning, a systematic review is needed. This study aims to analyze the types of CBL and forms of CBL cases used in chemistry learning. The research method used is a systematic review of articles published in the Scopus journal obtained from the Scopus database for the last 10 years (2011-2021). Search articles using titles, abstracts, or keywords that meet logical conditions (“Case-Based Learning”) or (“Case Method”) and (“Chemistry”). The population of this study was 200 articles published in the Scopus database and the sample used was 93 articles. The findings showed that the CBL learning model has a learning syntax that includes four (4) stages, namely: Case Orientation (determining the object to be tested), Peer Instructions (choosing cases that are relevant to the object being studied), Case Review (building initial theory and reviewing literature), Evaluation (collecting, organizing data, analyzing data and developing conclusions). The CBL model presents complex cases in the form of factual news related to the essence of the problem context in the form of story descriptions and integrates information sources in the context to solve cases. The percentages of the 93 articles analyzed were 32% PBI, 31% PBL, and 30% PJBL. Thus, it can be concluded that CBL learning is implemented in three (3) learning approaches, namely CBL in Inquiry-Based Learning, CBL in Problem Based Learning, and CBL in Project-Based Learning

Application of CBL Teaching Method Combined with Situational Simulation Teaching in Clinical Teaching of Anesthesiology and Its Influence on Improving Theoretical Knowledge and Clinical Practice Ability of Anesthesiology Medical Students

Objective. To analyze the application of case based learning (CBL) teaching method combined with situational simulation teaching in clinical teaching of anesthesiology and its influence on improving theoretical knowledge and clinical practice ability of anesthesiology medical students. Methods. 42 anesthesiology medical students who came to our hospital for internship from March 2019 to March 2020 were selected as the research objects, and were randomly divided into the study group and the reference group, with 21 students in each group. The CBL teaching method combined with situational simulation teaching was adopted for the study group, while the traditional teaching mode was adopted for the reference group. After the teaching, both groups of students were assessed in theory and skill operation, and the scores were compared. Results. There was no significant difference in gender ratio, average age, only-child or not, home address and aspiration to choose this major between the two groups (P>0.05). After training, the scores of theory test and skill operation in both groups were significantly higher than those before training (P<0.001), and the scores in the study group were significantly higher than those in the reference group (P<0.001). The scores of fill-in-the-blankquestions, noun explanations and essay questions of the study group were significantly higher than those of the reference group (P<0.001). The study group was better than the reference group in deepening learning and memory,improving autonomous learning ability, stimulating learning interest, and cultivating clinical thinking (P<0.05). The scores of professional practical ability, professionalattitude,management ability, interpersonal communication ability, professional development ability, and critical thinkingability in the study group were significantly higher than those in the reference group (P<0.05). After training, the humanistic care abilityscores of both groups were significantly higher than those before training (P<0.001), and the score in the study group was significantly higher than that in the reference group (P<0.001).The total recognition of the study group was significantly higher than that of the reference group (P<0.05). Conclusion. CBL teaching method combined with situational simulation teaching can significantly improve students’ mastery of theoretical knowledge and practical operation of clinical anesthesiology, and stimulate their humanistic care consciousness, which can lay the foundation for cultivating professional talents of anesthesiology in our hospital.

Application of case-based learning in medical student education: a meta-analysis.

To evaluate the effectiveness of case-based learning (CBL) in medical students' education through meta-analysis. PubMed, Cochrane Library, Elsevier and other databases were searched to find randomized controlled trials (RCTs) of CBL teaching methods and other teaching methods published from January 1, 1995, to October 1, 2020. All included studies used the Cochrane risk bias assessment tool, and Review Manager software, version 5.3 (Copenhagen, Denmark), was used for the meta-analysis and systematic review. A total of 8 studies were included with a total of 939 students, including 480 in the CBL group and 459 in the control group. Compared with other teaching methods, CBL teaching can improve medical students' academic performance (p=0.03) and case analysis ability (p<0.001). CBL is an active teaching method that is effective for educating medical students and helps to improve their performance and case analysis ability.

An exploration of the application of case-based learning combined with teaching rounds in standardized training of residents in department of hematology

Objective To investigate the application value of case-based learning (CBL) combined with teaching rounds in the standardized training of residents in department of hematology. Methods A total of 124 residents who received standardized training in department of hematology from August 2015 to July 2018 were selected and randomly divided into experimental group and control group. The residents in the experimental group received the teaching method of CBL combined with teaching rounds, while those in the control group received traditional teaching rounds. The two groups were compared in terms of department examination scores and teaching quality. Results Compared with the control group, the experimental group had significantly higher scores of the department examinations of hematological theoretical knowledge and case analysis (P<0.05). The residents in the experimental group thought that the new teaching method of CBL combined with teaching rounds could stimulate their interest in learning hematological diseases, improve self-study abilities, help them to combine theoretical knowledge with clinical practice, enhance their knowledge of hematological diseases, and cultivate their clinical thinking ability. Conclusion CBL combined with teaching rounds has achieved good results in standardized training of residents in department of hematology, and thus it holds promise for application in standardized training of other specialties in internal medicine. Key words: Case-based learning; Teaching round; Department of hematology; Standardized training of residents

Application of case-based learning in pathological experimental teaching

Pathology is a course combining theory with morphology, and the knowledge points in experimental teaching are difficult to understand. Our department combines case-based learning (CBL) with specimen teaching and discusses pathological experimental teaching from the aspects of case selection, case preparation, implementation methods for CBL, and related considerations. A comparative analysis of the experimental and theoretical results of 60 students showed that the introduction of CBL effectively promoted the students' enthusiasm for pathology learning, expanded their knowledge, and enhanced the abilities of self-study, teamwork, and language expression. CBL also consolidated the mastery of theoretical knowledge, increased academic performance, and improved the quality of teaching. Key words: Case-based learning; Pathology; Experimental course

Discussion on the application of CBL in the theoretical teaching of Psychiatry based on a mood dis-order case

According to the course teaching requirements of psychiatry, a serial teaching cases of case-based learning (CBL) is built based on cases from psychology department to assist in the theory teaching of Psychiatry. During the teaching process, the scenes where patients came to the psychology department were simulated and the information about the cases was provided step by step. For each step, students would be asked to discuss a series of questions regarding the cases in different groups. Along with CBL, students could thoroughly learn the main points of diagnosis and principles of treatment for common psy-chiatric disorders. The teaching effect showed that students' involvement in CBL courses, the interests in learning, self-study ability, independent thinking ability, capacity for self-expression, ability of creative thinking and comprehensive analysis and problem solving ability.were greatly improved. Most students were interested in CBL and it produced fruitful teaching results. Key words: Case-based learning; Psychiatric disorders; Psychiatry

Application of case-based learning in instructing clinical skills on nursing undergraduates

To investigate the efficiency of case-based learning in the course of practical skills on nursing undergraduate students. A total of 147 nursing undergraduate interns from Class 2016 of our college were recruited and were assigned into experimental (N=74) and control groups (N=73) by random number table. Experimental group received case-based learning whilst control group were instructed by classical method. Total score and all dimension scores were significantly higher in experimental group than control group (p<0.05). A critical thinking scale showed higher scores in experimental group at all dimensions comparing to control group (p<0.01). Application of case-based learning in clinical practicing instruction has satisfactory effects on nursing undergraduates, as it can improve both practical skills and critical thinking potency of students.

The application of case-based learning with multimedia teaching in the clinical teaching of pediatric surgery

Objective To explore the application of case based learning(CBL)combined with multimedia teaching in the clinical pediatric surgery.Methods 144 five-year program students of Pediatrics in grade 2009 were randomly and evenly divided into the experimental group using CBL with multimedia teaching,and the control group using multimedia teaching mode.After the end of the course the students of the two groups took clinical teaching knowledge test.The evaluation scores were shown by mean ± standard deviation and comparison was made between the two groups with t test.At the same time,teaching satisfaction survey was conducted among the students of the experimental group.Results The usual results,the theoretical scores and total scores of the students in the experimental group were higher than those of the control group students in the operation skills,clinical thinking,and there was statistically significant difference in P＜0.01.(P=0.003,P=0.002,P=0.008,P=0.009,P=0.008).The questionnaire survey shows that compared with traditional multimedia teaching,CBL combined with multimedia teaching can preferably culture students' various abilities and is beneficial to learning.Condusion The use of CBL combined with multimedia teaching can affirmatively improve the clinical teaching effect in the clinical pediatric surgery,and it deserves to be generalized in the future teaching. Key words: Case based learning; Multimedia; Pediatric surgery; Clinical teaching

Application of case-based learning in clinical internship of hepatobiliary surgery

It is to difficult to diagnose and treat hepatobiliary surgical diseases since its diverse clinical manifestations,which increases the difficulty of clinical internship.Taking clinical cases as teaching material,case-based learning was combined with teaching theme and was conducted by means of discussion and question and answer between teachers and students.Students can know about concepts or theories related to teaching theme.Case-based learning in internship can consolidate basic knowledge of hepatobiliary surgery,cultivate clinical scientific thinking and is helpful in analyzing and resolving problems of hepatobiliary surgical diseases. Key words: Case-based learning; Hepatobiliary surgery; Clinical internship; Application

Application of case-based learning in clinical probation of anesthesiology

Objective To investigate the effects of case-based learning (CBL) applied in the clinical probation of anesthesiology.Methods Totally 313 undergraduates from the department of anesthesiology were randomly divided into 2 groups:CBL group (n =157) and LBL group (n =156).CBL methods were used to teach students in CBL group while traditional teaching methods were used to teach students in LBL group.After the causes being finished,a combination of theoretical examination and questionnaire were used to evaluate the teaching effectiveness between the two groups and a questionnaire was used to evaluate the recognition of teachers on CBL method.Data were managed by SPSS 17.0 software package.Quantitative data between groups were compared by t-test,enumeration data between groups were compared by chi-square test.Results Students in CBL group acquired higher score (86.7 ± 5.4) than those in LBL group (75.8 ± 4.5).82％ students in CBL group considered that their overall quality was improved while 42％ students in the LBL group thought so (P ＜ 0.05).75％ of faculties preferred the CBL methods.Conclusions Effect of CBL methods is better than traditional teaching methods and it's preferred by faculty and students. Key words: Anesthesiology ; Case-based learning; Clinical probation

Application of CBL combined with LBL in medical immunology teaching and its effect

Objective To investigate the value of case-based learning(CBL) combined with lecture-based learning (LBL) in medical immunology teaching.Methods Totally 85 clinical medicine students of 2010 grade in medical school of Yangtze university were divided into two groups:control group(n=43) and experimental group(n=42).The students in control group were received LBL while those in experimental group were received CBL combined with LBL.Teaching effectiveness was evaluated by questionnaire survey and theoretical test.Results The questionnaire showed that the abilities of comprehension,expression,analysis,practice and cooperation were significantly better in experimental group than in the control group(P＜0.05),the results of test showed that the total scores and the scores of choice and clinical case analysis were markedly higher in experimental group than in the control group(P＜0.05).Conclusions The teaching model of CBL combined with LBL is helpful to develop students' comprehensive quality and creative ability and it is worth further promoting in medical immunology teaching.But there are some problems need further improvement. Key words: Case-based learning; Lecture-based learning; Medical immunology; Teaching evaluation

Application of case based learning (CBL) in otolaryngology-head and neck surgery teaching

Objective To explore the role of case based learning (CBL)on Otolaryngology-Head and Neck Surgery teaching. Methods First, correct and high-quailty teaching case was selected. Then, reasonable and precise question was edited. All students needed to prepare their lessons before class and were encouraged to ask question or answer question. And some warnings should be noticed. Result After CBL being implemented, the students received higher clinical grades and more clinical skills. They were more likely to retain their initial interest in or switch their preference to careers in otolaryngology. The supervisor highly appreciated our teaching. Conclusion CBL is feasible in Otolaryngology-Head and Neck Surgery teaching and it should be applied more in future. Key words: Medical education; Case based learning (CBL); Otolaryngology-Head and Neck Surgery

Hemodynamic models for education in physiology

By application of case-based learning (CBL) various effects can be analyzed and demonstrated more easily. In the area of medicine one rapidly reaches boundaries in the visualization of complex information [J.L.M. Poiseuille, Recherches experimentales sur le mouvement des liquids dans les tubes de tres petits diametres, Memoires Savant des Etrangers 9 (1846) 433–544]. Learning and teaching without recourse to patients is difficult. Consequently the use of models and simulations are useful. In this paper the authors report about experiences gained with HAEMOSIM, a web-based project in medical education. The goal of this project is the design and development of interactive simulations in local hemodynamics by the application of mathematical–physiological models. These include the modelling of arterial blood flow dependent on the pressure gradient, radius and bifurcations, as well as blood flow profiles in dependency of viscosity, density and radius and finally pulse-wave dynamics with regard to local and global compliance.

The Giffard balloon

By application of case-based learning (CBL) various effects can be analyzed and demonstrated more easily. In the area of medicine one rapidly reaches boundaries in the visualization of complex information [J.L.M. Poiseuille, Recherches experimentales sur le mouvement des liquids dans les tubes de tres petits diametres, Memoires Savant des Etrangers 9 (1846) 433–544]. Learning and teaching without recourse to patients is difficult. Consequently the use of models and simulations are useful. In this paper the authors report about experiences gained with HAEMOSIM, a web-based project in medical education. The goal of this project is the design and development of interactive simulations in local hemodynamics by the application of mathematical–physiological models. These include the modelling of arterial blood flow dependent on the pressure gradient, radius and bifurcations, as well as blood flow profiles in dependency of viscosity, density and radius and finally pulse-wave dynamics with regard to local and global compliance.

Fossil coal flora

By application of case-based learning (CBL) various effects can be analyzed and demonstrated more easily. In the area of medicine one rapidly reaches boundaries in the visualization of complex information [J.L.M. Poiseuille, Recherches experimentales sur le mouvement des liquids dans les tubes de tres petits diametres, Memoires Savant des Etrangers 9 (1846) 433–544]. Learning and teaching without recourse to patients is difficult. Consequently the use of models and simulations are useful. In this paper the authors report about experiences gained with HAEMOSIM, a web-based project in medical education. The goal of this project is the design and development of interactive simulations in local hemodynamics by the application of mathematical–physiological models. These include the modelling of arterial blood flow dependent on the pressure gradient, radius and bifurcations, as well as blood flow profiles in dependency of viscosity, density and radius and finally pulse-wave dynamics with regard to local and global compliance.