Case-based Teaching Research Articles

Fabry disease: Effectiveness of interactive case-based online education in improving knowledge and competence in diagnosis

Fabry disease: Effectiveness of interactive case-based online education in improving knowledge and competence in diagnosis

Teaching Sustainable Development Goals to University Students: A Cross-Country Case-Based Study

With the purpose of analysing if case-based teaching methodology could improve higher education students’ knowledge about sustainable development, a quasi-experimental study was conducted in an international project (PASSION—Partnership for Sustainable Development and Social Innovation) and in five countries (Greece, Poland, Portugal and Sweden). Cases were interdisciplinary and focused on sustainable development goals aligned with common worldwide dilemmas like, for example, food consumption, organic farm or nature protection. Our sample consisted of 104 university students aged between 18 and 58 years, where 53% were female. Standardized pre- and post-tests were administered, and a significant improvement in sustainable development knowledge was observed considering three main questions in the pooled dataset (t103 = −7.324; p = 0.000). Regarding the four cases applications where results were more significant, an in-depth analysis was conducted, allowing the project team to better understand participants answers to multiple-choice and open questions which are analysed and discussed individually. Our results demonstrate that the case-based teaching improved the knowledge of sustainable development goals, which is expected to induce positive changes in pro-environmental behaviours. We also point out the potential of case-based teaching applied in a cross-country manner. The scheme is particularly valuable in dealing with complex sustainability dilemmas that show better their global perspectives.

Patient-Centered, Case-Based Education in Radiology: an Interactive Module Following a Patient Through Their Disease Course from an Imaging Perspective.

The online version contains supplementary material available at 10.1007/s40670-021-01441-5.

The effect of online individual ethics cases on moral reasoning in business negotiation: An experimental study

There is increasing interest in the effectiveness of online case-based instruction. Although some prior research has emphasized the importance of online discussion and communication for these cases, recent work suggests that individual completion of these cases is also effective. In this research, participants individually read ethics cases and respond to questions from a popular online ethics case bank before completing the Self-reported Inappropriate Negotiation Strategies questionnaire. Students who individually engaged with the longer online case were less likely to endorse deceptive business negotiation tactics versus the control group, whereas students who engaged with the shorter online case were not.

Exploration and Practice of Case-Based Analytical Chemistry Teaching in Inorganic Materials Specialty

Exploration and Practice of Case-Based Analytical Chemistry Teaching in Inorganic Materials Specialty

Case Based Interactive Class Teaching Mode for Graduate Students

Interactive teaching is helpful to cultivate the innovative and exploration spirit of postgraduates, because this teaching method has the characteristics of student-oriented, open and equal, facing challenges, learning care, and questioning encouraging. With consideration of the teaching characteristics of the courses, this paper introduces a case-based interactive class teaching mode between instructors and students, and expounds the specific methods of teacher-student interaction, focusing on the case analysis and interaction methods such as heuristic teaching, question and answer mode, and inquiry experience type. Activation of innovative thinking and exploration is the soul of interactive teaching. Teaching based on recessive knowledge often leads to "rich and full" class, which can promote the cultivation of innovative thinking, and promote the course teaching capability to a higher level.

Proof of Concept: Game-Based Mobile Learning-The First Experience With the App Actionbound as Case-Based Geocaching in Education of Veterinary Neurology.

Case-based learning is a valuable tool to impart various problem-solving skills in veterinary education and stimulate active learning. Students can solve imaginary cases without the need for contact with real patients. Case-based teaching can be well performed as asynchronous remote-online class. In time of the COVID-19-pandemic, many courses in veterinary education are provided online. Therefore, students report certain fatigue when it comes to desk-based online learning. The app “Actionbound” provides a platform to design digitally interactive scavenger hunts based on global positioning system (GPS)—called “bounds” —in which the teacher can create a case study with an authentic patient via narrative elements. This app was designed for multimedia-guided museum or city tours initially. The app offers the opportunity to send the students to different geographic localizations for example in a park or locations on the University campus, like geocaching. In this way, students can walk outdoors while solving the case study. The present article describes the first experience with Actionbound as a tool for mobile game-based and case-orientated learning in veterinary education. Three veterinary neurology cases were designed as bounds for undergraduate students. In the summer term 2020, 42 students from the second to the fourth year of the University of Veterinary Medicine Hannover worked on these three cases, which were solved 88 times in total: Cases 1 and 2 were each played 30 times, and case 3 was played 28 times. Forty-seven bounds were solved from students walking through the forest with GPS, and 41 were managed indoors. After each bound, students evaluated the app and the course via a 6-point numerical Likert rating scale (1 = excellent to 6 = unsatisfactory). Students playing the bounds outdoors performed significantly better than students solving the corresponding bound at home in two of the three cases (p = 0.01). The large majority of the students rated the course as excellent to good (median 1.35, range 1–4) and would recommend the course to friends (median 1.26, range 1–3). Summarizing, in teaching veterinary neurology Actionbound's game-based character in the context of outdoor activity motivates students, might improve learning, and is highly suitable for case-based learning.

Examining students' use of online case-based discussions to support problem solving: Considering individual and collaborative experiences

Discussions play an important role in supporting problem solving during case-based instruction (CBI). Yet, little research has considered how students purposefully use online case discussions to support problem solving. Using a multiple case study approach, we examined how the content covered in three online discussions supported students' individual problem solving during CBI. Using a modified version of Jonassen’s (1997) ill-structured problem-solving framework, we coded all discussion postings to understand individual problem-solving processes. Next, we conducted interviews with six students to gain deeper insights into their participation intentions. Findings revealed while the students collaboratively covered all aspects of the problem-solving process, individually, their approaches did not always cover all phases. Individuals with strong problem-solving presence valued discussions as an important part of the learning process, were willing to invest time engaging in the discussion, and maintained a consistent presence. Additionally, as problem-solving presence decreased, learners' perceived barriers increased. Strategies for boosting individual problem-solving processes are discussed.

Development of a Single-Institution Virtual Internal Medicine Subinternship With Near-Peer Teaching in Response to the COVID-19 Pandemic.

In March 2020, medical students at the University of Washington School of Medicine were removed from clinical settings in response to the COVID-19 pandemic. As subinternships are required for graduation and an important way to prepare for internship, a virtual subinternship was created to include practical elements of in-person learning and to address limited teaching faculty from COVID-19 inpatient surges. A virtual, interactive subinternship was developed with case-based teaching sessions, communication and critical literature evaluation skill building, professional development, and creation of independent learning plans. Near-peer teachers (NPTs) were selected from graduating senior medical students who matched into internal medicine. In addition to teaching topics from the Clerkship Directors of Internal Medicine curriculum, NPTs engaged in course development, recruited teaching faculty, gathered feedback, and facilitated small groups. Participating students completed pre- and postcourse surveys. The 10 students (100%) enrolled in the course who completed both surveys indicated significant improvement in mean scores across 4 domains: evaluating medical literature (3.1/5 to 4.5/5; +1.4, P < .001); developing individual learning plans (3.6/5 to 4.7/5; +1.1, P = .001); perceived ability to efficiently evaluate patients with common internal medicine concerns (3.7/5 to 4.6/5; +0.9, P = .004); and formulating initial diagnostic and therapeutic plans (3.6/5 to 4.6/5; +1.0, P < .001). Themes extracted from open-ended responses included initial skepticism of an online format, the course exceeding expectations, and feeling prepared for internship. Although a virtual subinternship lacks direct patient care, students reported improvement in all 4 domains studied. Future courses would benefit from greater use of simulation and role-playing scenarios for practical skills. The experience with NPTs was encouraging, aiding in the success of the subinternship. The role of NPTs should be cultivated to fill gaps in content delivery and enhance the development of students as educators.

Improving Competence in Diagnosis, Referral and Initial Management of Acquired Hemophilia a through Online Interactive Case-Based Education

INTRODUCTIONDiagnosing acquired haemophilia A (AHA) can be challenging due to a) it's rarity (~1.5 cases per million), and b) the range of nonspecific bleeding patterns that may present. Therefore, there is a substantial diagnostic delay and rate of misdiagnosis, leading to an increased risk of morbidity and mortality.This study was conducted to determine whether online interactive case-based independent medical education could improve clinicians' competence in identifying possible AHA, in appropriate referral to specialist centers and in initial management.METHODSHematologists and emergency medicine (EM) physicians participated in a text, case-based activity and completed pre- and post-questions (Ma A. Active Bleeding in the ER and a Prolonged aPTT: What's Your Next Step? www.medscape.org/viewarticle/944112). Educational effect was assessed using a 3-question repeated-pair design with pre-/post-assessment. A paired samples t-test was conducted for significance testing on overall average number of correct responses and for confidence rating, and a McNemar's test was conducted at the learning objective level (5% significance level, P <.05). Cohen's d with correction for paired samples estimated the effect size of the education on number of correct responses (<.20 modest, .20-.49 small, .59-.79 moderate, ≥.80 large). Data were collected from 03/15/2021 to 06/14/2021.RESULTSOverall significant improvements at the aggregate level were seen after participation for hematologists (33% average correct response rate at pre-assessment vs 94% at post-assessment; P<.001, Cohen's d= 2.27, N=86), and EM physicians (24% average correct response rate at pre-assessment vs 80% at post-assessment; P<.001, Cohen's d= 1.30, N=102). Highly significant improvements were achieved with regards to recognizing symptoms of AHA, appropriate referral, and initial therapeutic management (figure). After participating, 37% of hematologists and 40% of pulmonologists had measurable improved confidence (both P<.001), resulting in 63% of hematologists and 46% of EM physicians who were mostly or very confident in identifying features consistent with a possible AHA diagnosis post-CME (vs 44% and 26% pre-CME respectively).CONCLUSIONSThis study demonstrates the success of online, interactive case-based education in improving clinicians' competence in identifying patients with possible AHA, appropriate referral and initial treatment. Both improvement and reinforcement in the context of a linked learning assessment have been shown to positively correlate with increases in confidence as well as intention to make clinical practice changes (Lucero KS, Chen P. J Eur CME. 2020 Oct 12;9(1):1834759), suggesting that most clinicians who participated in this activity are likely to make improvements in their practice. This could lead to earlier appropriate treatment and improved overall outcomes for these patients. [Display omitted] DisclosuresMa: Takeda: Honoraria, Research Funding; Accordant: Consultancy.

Education on Blastic Plasmacytoid Dendritic Cell Neoplasm Significantly Impacts the Interdisciplinary Physician Team

Education on Blastic Plasmacytoid Dendritic Cell Neoplasm Significantly Impacts the Interdisciplinary Physician Team

Augmentative and Alternative Communication Course Design and Features: A Survey of Expert Faculty and Instructors.

Multiple surveys have been used to investigate augmentative and alternative communication (AAC) coursework offered in speech-language pathology programs in the last 3 decades. These studies primarily explored the availability of AAC courses and reported a limited number of course characteristics. Because few studies to date have specifically examined the AAC course design, the purpose of this study was to investigate the design and features of AAC coursework, such as learning objectives, course content, assignments, and readings and resources, currently taught in the United States. An online survey was developed and distributed to faculty or instructors with AAC expertise associated with 265 speech-language pathology programs in the United States. A total of 64 surveys were completed for a response rate of 24.2% (64/265). Quantitative and qualitative analyses were used to evaluate the survey data. Patterns are reported related to a number of course design elements and features, including enrollment, course delivery, learning objectives, content, case-based instruction, assignments, in-class activities, and readings and resources. This study reports the design and features of AAC courses presently taught by faculty and instructor experts in the United States. The results have direct implications for faculty and instructors who teach AAC coursework and provide state-of-the-art information needed for continuous improvement of AAC preservice education. Resources and considerations are provided for scholarly teaching and evidence-based education.

To what extent does a pharmacy curriculum foster diversity and inclusion through paper-based case scenarios?

Background: There is increasing awareness of diversity and inclusion needs within health and education systems to help address access and equity issues for minority groups. Although these calls are well known, there is little guidance for those working within these systems to create meaningful change. The purpose of this study was to critically review case-based teaching material within the authors' programmes through the lens of equity, diversity, and inclusion. Methods: A document analysis of clinical workshop cases extracted from all integrated therapeutics courses administered in 2020 was conducted. Results: Sex, age, and employment status were most commonly presented in cases (84.0%, 97.1%, 49.0% respectively). The majority (90.0%) of cases did not have ethnicity defined. The overwhelming majority of cases did not have living situation (68.3%) or sexual orientation (78.0%) defined. Conclusion: Case-based teaching material within a pharmacy programme was largely undefined according to patient demographics and diversity markers. Findings support the notion that teaching material may have a contributory role towards systemic racism, prejudice, and implicit bias.

Teaching Reform of Environmental Impact Assessment Course Focusing on Practical Ability Training

The environmental impact assessment course is a comprehensive and practical course for environmental science and engineering major. Environmental impact assessment is also an important employment direction for environmental science and engineering students after graduation. Continuous research on the teaching reform of this course is necessary for cultivating talents with strong creativity and practical ability. Based on the analysis of the current situation of the course teaching, it is proposed to update content of course, appropriately increase class hours, highlight the case-based practice teaching, clarify the teaching goals, highlight the direction of employment (environmental impact assessment engineers), focus on cultivating application and innovation capabilities, reform achievement assessment methods and other corresponding measures and solutions.

Improving Undergraduate Novice Programmer Comprehension through Case-Based Teaching with Roles of Variables to Provide Scaffolding

A role-based teaching approach was proposed in order to decrease the cognitive load placed by the case-based teaching method in the undergraduate novice programmer comprehension. The results are evaluated by using the SOLO (Structure of Observed Learning Outcomes) taxonomy. Data analysis suggested novice programmers with role-based teaching tended to experience better performances, including the SOLO level of program comprehension, program debugging scores, program explaining scores, except for programming language knowledge scores, compared with the classical case-based teaching method. Considering the SOLO category of program comprehension and performances, evidence that the roles of variables can provide scaffolding to understand case programs through combining its program structure with its related problem domain is discussed, and the SOLO categories for relational reasoning are proposed. Meanwhile, the roles of variables can assist the novice in learning programming language knowledge. These results indicate that combing case-based teaching with the role of variables is an effective way to improve novice program comprehension.

Towards an Integrated Case Method in Management Education—Developing an Ecosystem-Based Research and Learning Journey for Flipped Classrooms

In the field of management science and business administration, the case method is gaining ground in research and in teaching. Case studies support on the one hand exploratory research and on the other hand problem-based teaching. However, we find that case research and case teaching remain unchained in management study programs and propose to close this gap. We identify an untapped potential of boosting the case method by integrating case-based research and teaching into a discovery and learning journey of applied science. We suggest embedding the “integrated case method” (ICM) in the ecosystem of universities, with the aim of enhancing and intensifying the knowledge transfer between business and the higher educational sector, thereby achieving better learning objectives in higher education. As a result, this approach enables the development of a high level of contextual intelligence and thus helps to avoid the fallacies of teaching based on uniform theoretical content.

756 Adapting Undergraduate Teaching in the COVID 19 Era

AimThe COVID-19 pandemic has drastically impacted medical education, particularly in terms of content delivery and clinical placement efficacy. The initial suspension of placements was devised to limit exposure and redirect medical staff to critical areas. Nevertheless, clinical placements are an important pillar of the undergraduate curriculum and new techniques must be developed to better facilitate its delivery. Our aim was to create a programme that effectively met the required curriculum learning outcomes for medical students.MethodIn September 2020, students from Queen’s University, Belfast, returned to placement following months of online and distance learning. Having previously focused on bedside and case-based teaching, our priority remained with patient and student safety. Complimentary non-clinical and simulation methods were introduced including laparoscopic skills, suture and knot tying sessions and foundation competencies. Rating scale questionnaires were distributed over a four-week period following each session.Results32 sessions were carried out and 53 questionnaires returned. Three key areas were reviewed; teaching delivery, usefulness of session and content/relevance, with each area scored out of 10. Collectively across all sessions, 94.3%, 92.4% and 88.7% respectively were scored 9 or greater for each key area.ConclusionsThe COVID-19 crisis has led to the development of alternative methods of undergraduate teaching. The insurance of patient safety whilst preparing students for their future career is a priority. We have successfully developed an effective and useful placement that blends clinical knowledge and skill-based learning. Given the ongoing pandemic and redirection of resources, further novel ways of teaching should be considered.

725 Experience of Implementing Diversity Teaching into University of Oxford

Abstract Background Medical education should equip students with the necessary skills to support the diverse population they treat and work with and be confident to act as an ally for patients and colleagues. We found there to be a gap for a diversity module in the curriculum at Oxford University. Method We created a diversity training session for over 300 medical students aiming to; The course consisted of a series of talks conducted by a senior lecturer on diversity, doctors, patients, and students, followed by small-group case-based teaching facilitated by a final-year medical student and a junior doctor. All facilitators underwent training by a senior lecturer on diversity. The cases encouraged students to reflect on their own personal biases and enact how they would confront discrimination on the wards. Students completed a survey before and after the session, rating self-confidence on six key learning points. Results 91.4% students agreed the session was useful to their medical training. There was a significant increase in students who felt confident implementing all learning points: defining key terms (post-session: 95.4%, pre-session: 82.3%); understanding health inequalities (post-session: 93%, pre-session: 54.6%); awareness of personal bias (post-session: 87.9%, pre-session: 70%); partaking in allyship (post-session: 95%, pre-session: 89.5%); and being an active bystander (post-session: 91.4%, pre-session: 45.9%). 79.3% felt confident to challenge acts of discrimination (33.6% pre-session). Conclusions This session educates and empowers students to challenge acts of discrimination. We recommend the implementation of similar sessions at all medical schools.

431 - Establishing a Canadian National ECHO Educational Program focused on Mental Health of Older Adults

BackgroundProject ECHO is a virtual, case-based capacity-building education program for healthcare providers. It was developed in New Mexico, USA but, due to its effectiveness, the model has now spread to 40 countries around the globe. Baycrest, the Canadian Coalition for Seniors’ Mental Health and the Canadian Academy of Geriatric Psychiatry collaborated to launch a national ECHO for mental health and aging. This partnership, coordinated by a cross-Canadian Steering Group, allows for broad reach, including registration of learning partners from almost all Canadian provinces and territories. The program was funded by the RBC Foundation.MethodsECHO COE: Mental Health pilot consisted of 2 cycles: 6 weekly sessions focused on broader mental health topics (e.g., delirium, mood disorders)10 weeks with more specific topics (e.g., substance use disorders, sleep disorders)Needs assessments of healthcare providers and older adults informed the program curricula. Evaluation included weekly satisfaction surveys, and pre and post evaluations.ResultsParticipants: 154 healthcare providers participated in the 6-week session39% of registrants were nurses or nurse practitioners, 35% allied health professionals, 14% physicians and 12% others9 out of 10 provinces, 1 territory representedPreliminary findings (based on the first 6 sessions): High overall satisfaction (average of 4.5 out of 5).99% would recommend the program to others67% had already shared information with team members and colleagues.ConclusionA national ECHO program is an effective way to bring together clinicians who work with and are interested in the mental health and wellbeing of older adults for education sessions, collaborative and mutual learning as well as for cross-jurisdictional knowledge transfer. Collaborative, cross-professional learning supports the exchange of best practice in mental health for older adults, supports the development of collegial national professional support and can address health system inequities. An international ECHO through IPA would be an exciting and valuable next step.

Establishing the effectiveness of technology-enabled dementia education for health and social care practitioners: a systematic review

BackgroundDementia prevalence is increasing globally and yet evidence suggest that gaps exist in dementia-specific knowledge among health and social care practitioners. Technological modes of educational delivery may be as effective as traditional education and can provide practitioners with increased accessibility to dementia training. Benefits of digitally based dementia education have been established including pedagogical strategies that influence dementia knowledge and care attitudes. This review aimed to appraise and synthesise contemporary experimental evidence that evaluated technology-enabled dementia education for health and social care practitioners. Outcomes based on Kirkpatrick’s Model were learner satisfaction; knowledge, skills, and attitudes; behaviours; and results.MethodsMEDLINE, CINAHL, and Web of Science were among 8 bibliographic databases searched from January 2005 until February 2020. Keywords included dementia and education (and terms for technological modes of education, learning, or training). We included experimental and quasi-experimental studies. Medical Education Research Study Quality Instrument established the overall quality of included studies and pragmatic application of Mixed Methods Appraisal Tool established individual study quality and highlighted methodological features of educational research. Narrative synthesis was conducted as heterogeneous outcome data precluded meta-analysis.ResultsWe identified 21 relevant studies: 16 evaluated online dementia education and 5 evaluated computer-based approaches. Most studies used before-after designs and study quality was moderate overall. Most studies reported knowledge-based outcomes with statistically significant findings favouring the training interventions. Positive effects were also observed in studies measuring skills and attitudinal change. Fewer studies reported significant findings for behavioural change and results due to training. Case-based instruction was a frequently described instructional strategy in online dementia education and videos were common information delivery modes. CD-ROM training and simulation activities were described in computer-based dementia education.DiscussionFuture emphasis must be placed on teaching and learning methods within technology-enabled dementia education which should be role relevant and incorporate active and interactive learning strategies. Future evaluations will require contextually relevant research methodologies with capacity to address challenges presented by these complex educational programmes and multi-component characteristics.Systematic review registrationThis systematic review is based on a protocol registered with PROSPERO (CRD42018115378).