Case-based Learning Activities Research Articles

Introduction to Tobacco Cessation and Motivational Interviewing: Evaluation of a Lecture and Case-Based Learning Activity for Medical Students.

Introduction Despite the fact that tobacco use continues to have significant public health impacts, most healthcare providers are notadequately trained to counsel patients on their tobacco use or to provide cessation resources. Although all healthcare providers have a role in providing tobacco cessation assistance, physicians and advanced practice providers are generally the only practitioners able to furnish tobacco cessation medications and bill insurance for their cessation services. Therefore, ensuring these practitioners are properly trained to offer tobacco cessation to their patients is critical to addressing this public health threat. In line with this goal, this study outlines the curriculum evaluation for an innovative student-facilitated tobacco cessation activity for medical students. Methods A lecture and case-based learning activity was created and piloted with a class of first-year medical students. The activity was facilitated by fourth-year medical students. Students took a pre-session survey to establish baseline experience and beliefs and a post-session survey to ascertain their confidence in applying what was covered in the session. Descriptive statistics were utilized to analyze the data. Results One hundred and twenty-eight students completed both surveys. Prior to the activity, students reported low levels of confidence in their ability to counsel patients and knowledge of cessation resources. Following the activity, more than 90% reported improvement in their ability to assess a patient's willingness to quit and counsel those ready to quit. Greater than 80% reported an improvement in their ability to counsel patients not ready to quit and to establish a quit plan. More than 90% of students reported that the session increased their self-efficacy in helping patients quit and that it was worth their time, with 96% committing to increasing their tobacco cessation efforts with their patients. Discussion Students valued the training and almost all reported that it increased their ability to help patients quit smoking. The use of student-facilitated case-based learning provided both an opportunity for students to practice cessation techniques and a low-stakes introduction to the OSCE format without the need for extensive faculty resources. Although this session was run with first-year medical students, the curriculum presented can be used for residents, nurses, and other healthcare professionals.

COMPARISON OF TRADITIONAL- AND CASE-BASED METHOD FOR LEARNING PHYSIOLOGY AMONG 1ST YEAR MBBS STUDENTS

Objective: The medical science of physiology is both basic and applied. Traditional physiology instruction is teacher-centered, with little involvement from the students. A self-directed learning strategy focused on training through the use of personal narratives is known as case-based learning (CBL). The present study was conducted to assess the effectiveness of CBL method in teaching physiology among 1st year MBBS students. Methods: This study was conducted among 1st year MBBS students of 2022–2023 batch. The study design included a pre-test, a CBL discussion on a specific topic, and a post-test following the CBL session. MS Excel and SPSS version 23 were used to gather, tabulate, and statistically analyze the data. Results from the pre-and post-tests were compared using the student’s “t” test, and p<0.05 was regarded as statistically significant. The 12 questions that made up the feedback survey were all expressed as percentages. Results: When pre-and post-test results were compared, the post-test score after the CBL session was significantly better than the pre-test score of the session. The majority of students supported CBL activities. In student feedback, more than 95% of the students thought CBL classes helped interaction among them. More than 94% of the students thought CBL classes helped in clearing doubts, helped in increasing interest. More than 91% of the students thought CBL classes improved conceptual thinking. Conclusion: Through active learning, CBL can be utilized as an addition to lectures to augment standard teaching/learning approaches. It encourages the drive to learn and the development of clinical reasoning

Climate Change as a Social Determinant of Health: An Interactive Case-Based Learning Activity.

Despite consensus on climate change's impact on humans, medical schools have not widely adopted inclusion of environmental topics into their mandatory curriculum. This educational activity explicitly addresses climate change as one of the environmental determinants of health (EDH). We developed a required, 1-hour module for all first-year medical students. This interactive, case-based, small-group activity was incorporated into a curriculum within an advising program but could be run independently. Before and after the session, participants completed evaluations assessing knowledge gains and attitude shifts. Of 183 first-year students, 155 completed both pre- and postmodule surveys. Participants' rating increased on the postmodule survey item "priority should be given to the discussion of EDH in medical education." The Wilcoxon signed rank test determined this difference in priority was statistically significant (p < .001). Reported strengths of this activity included the cases, informative content on EDH, the video, the discussion, and highlighted EDH resources. Suggested areas for improvement included more information on how to apply concepts to clinical contexts, guidance on how to engage in EDH concepts, and more discussion time. As a result of the module, students planned to engage in recycling, reduced consumption, advocacy, and changes to mode of transportation. Climate change remains the greatest global threat to human health, and future physicians must be equipped to educate patients and policymakers on the harms of environmental hazards. This brief yet effective module offers one approach to incorporating this topic into medical school curricula.

The feasibility of a mystery case curriculum to enhance diagnostic reasoning skills among medical students: a process evaluation.

Within a Hospital Medicine division at a large academic institution, an innovative program has been developed to offer third year medical learners enrolled in their Internal Medicine Clerkship the opportunity to deepen their diagnostic reasoning skills with a weekly case-based learning activity entitled "Hospital Medicine's Mystery Case of the Week". The mystery case curriculum has four primary learning objectives (1): To understand the value of employing a multisystem approach to a common presenting problem (2); To apply a diagnostic schema to a clinical problem (3); To apply knowledge of cost appropriate workups to a clinical case and (4) To identify cognitive biases that can influence decision making in the context of treating a clinical problem. A process evaluation of the mystery case curriculum was conducted over a 6-month implementation period. The process evaluation was guided by eight domains of focus: program acceptability, demand, implementation, practicality, adaptation, integration, expansion and limited-efficacy testing. Measures included a pre/post mixed-methods survey, attendance log and timesheet. Pre/post survey data was analyzed via paired samples t-tests and open-ended responses were analyzed via a deductive content analysis. Process evaluation findings demonstrated the program had high levels of acceptability and demand. Survey findings suggest the curriculum may increase feelings of preparedness for Internal Medicine exams as well as student interest, comfort and confidence related to diagnostic processes. Future evaluations should work to understand the influence this curriculum has on diagnostic accuracy within a clinical setting.

Learning How to Learn: An Innovative Medical School Orientation Activity.

In 2018, Creighton University School of Medicine initiated a multiyear strategy to redesign the pedagogic approach of its educational program, transitioning from large-group, lecture-based experiences to small-group, active learning experiences using case-based learning (CBL) as required prework for team-based learning (TBL). In July 2019, the authors introduced their first-year medical students to the pedagogic and empiric underpinnings of the new curriculum they would experience. Initially, and ironically, this introduction was presented as a 30-minute didactic lecture, and students' ability to assimilate this information in any meaningful way was challenged. In addition, students required several sessions of the CBL-TBL activities during the official curriculum before they were able to effectively function as a team of learners. The authors created a novel introduction to their educational program that was active, meaningful, and efficient. In 2022, the authors created a 2-hour, small-group CBL activity using a fictional narrative of a medical student encountering their curriculum. During development, the authors recognized that the narrative was conducive to introduction of affective responses to medical education stressors, such as imposter phenomenon and Stanford duck syndrome. The CBL activity was given 4 hours during the formal 2022 orientation; 230 students participated. The CBL activity occurred on the second day of orientation and the TBL activity on the third (final) day of orientation. The results of the TBL activity indicate that students acquired a fundamental understanding of the attributes of active learning, features of imposter syndrome, substance abuse associated with Stanford duck syndrome, and peer evaluation. This CBL-TBL activity will become a permanent part of orientation. The authors hope to evaluate the qualitative outcomes of this innovation on students' professional identity formation, institutional affiliation, and motivation. The authors will assess for any negative impact of this experience and the overall orientation.

Evaluating an interprofessional pharmacy and dental hygiene case-based learning activity with student reflections

Background and purposeInterprofessional collaboration between dentistry and pharmacy has great value but is often lacking in didactic and experiential education, particularly in dental hygiene programs. Educational activity and settingA case-based interprofessional assignment was implemented into the dental hygiene curriculum. Students reflected on their experiences and completed the International Collaborative Competencies Attainment Survey (ICCAS) to assess changes in self-reported interprofessional competencies following the activity. FindingsReflections revealed knowledge gain themes, with medication-related oral health concerns most frequent (53), followed by systemic adverse effects of medications (31), impact of systemic health on oral health (21), drug-drug interactions (17), and drug information (2). Additionally, students identified both future plans to collaborate with a pharmacist (25) and application of clinical knowledge gained (25). Scores from the ICCAS increased significantly in most of the domain statements following the interprofessional activity. DiscussionThis interprofessional education (IPE) activity increased student knowledge of the pharmacy profession and provided an experience with interprofessional communication. Students identified the impact of medications on oral health, as well as the value of interprofessional collaboration and communication. SummaryThis IPE activity positively impacted student perceptions of interprofessional collaboration with pharmacists.

Evaluation of Student Engagement, Communication, and Collaboration during Online Group Work: Experiences of Fourth Year Veterinary Medicine Students.

Accelerated by the COVID-19 pandemic, online teaching has become widely established in higher education in recent years. However, little is known about the influence of the online environment on collaborative student activities which are an integral part of veterinary education. This study explored engagement, collaboration, and communication among fourth-year veterinary students working in groups on online case-based learning (CBL) activities. Data were collected by questionnaire (93/135) and anonymous peer assessment (98/135) at the end of the trimester. While most students (67%) enjoyed group work and 75% considered it of benefit to their learning, the results indicated that the students' interaction was mainly limited to task management and collating individual answers on shared documents. Rather than meeting online, students communicated by chat and messenger apps. Agreement of roles, rules, and the group contract were largely treated as box-ticking exercises. The conflict was the only factor that affected group work satisfaction and was largely avoided rather than addressed. Interestingly lack of student engagement in group work was not related to overall academic performance and had no impact on their end-of-term exam results. This study highlights high student satisfaction and engagement with online group CBL activities even when collaboration and communication was limited. Achieving higher levels of collaborative learning involving co-regulation of learning and metacognitive processing of learning content may require more specific, formal training in relevant skill sets from an early stage of the veterinary curriculum.

A Novel Case-Based Learning Activity With a Focus on Food Insecurity.

Food insecurity is a social determinant of health (SDOH) affecting 1 in 10 households per year in the United States and has major impacts on the course of chronic health conditions. It is beneficial to introduce screening and appropriate treatment plans to medical students. This study utilized a novel case-based learning exercise (CBLE) to assess confidence, attitudes and improvements in knowledge on recognizing and addressing food insecurity. A CBLE focused on food insecurity was developed to be implemented in a 2-h session as part of the curriculum for all first-year medical students at the Medical University of South Carolina. The CBLE included a case for discussion, followed by an interview with a standardized patient. Students received invitations to complete pre- and post-CBLE assessment surveys. Completion of both pre- and post-surveys was achieved by 29% of students (48 out of 166). Knowledge around the formal definition of "food insecurity," how to recognize food insecurity versus hunger, and how to screen for food insecurity all increased significantly (P < .05). Responses relating to the association between certain chronic diseases and food insecurity did not change pre and post-CBLE. This novel CBLE was successfully implemented within a 2-h teaching session and improved knowledge on recognizing food insecurity in practice. However, additional learning exercises are likely needed to improve knowledge of the relationship between food insecurity and chronic disease states. Nonetheless, the CBLE structure provided students with multiple formats of learning and integration of skills, which shows promise and may be applicable to improve knowledge of other SDOHs.

Use of a Clinical Reasoning Activity to Assist with Interprofessional Communication

Aims The purpose of this pilot study was to explore differences in clinical diagnoses, clinical assessment data needed to support the diagnoses, and potential interventions using a case-based clinical learning activity involving a think-aloud process for nursing and physical therapy students. Methods This study utilized a sample of convenience of 40 physical therapy students and 60 nursing students from southwest Virginia. To assist the students with communication of their perspectives on patient care through the use of the think-aloud process, a clinical reasoning activity was instituted. Results By considering each other’s perspectives on care priorities, the students were able to collaborate in developing a care plan that holistically addressed the health conditions of a geriatric patient in the home health setting. Conclusions Providing healthcare students insight into the distinguishing perceptions of patient care associated with each profession may improve future communication, coordination, and collaboration to provide quality patient care.

Mask Manufacturing Approach Using Case-Based Learning

This research was conducted to (1) investigate the activities and cost drivers in the mask manufacturing process, (2) investigate the effectiveness of activity-based costing lessons, and (3) perform a comparison of learning achievements attained through the case-based learning of mask production using the activity-based cost method. The study results were reported as means, standard deviations, and dependent samples (t-test) results. The analyses revealed that five activity centers are involved in the production of valveless surgical masks and costs were determined by both volume and duration, whereby the Process Efficiency/Product Efficiency (E1/E2) ratio of 82.25/81.55 met the predetermined standards. Moreover, students' academic achievement after completing the case-based learning activity increased at a significance level of 0.01. Thus, these research findings can be of value for teachers aiming to develop lessons for students in accordance with the 21st century teaching and learning strategies. Keywords: Activity Based Costing; Case-based Learning; Surgical Mask.

Virtual Reality Simulated Learning Environments: A Strategy to Teach Interprofessional Students About Social Determinants of Health.

Physician assistants (PAs) and medical degree students (MDs) often lack training in addressing the social determinants of health (SDOH). Social work students (SWs), meanwhile, have extensive SDOH training; however, few medical professionals have opportunities to engage in interprofessional training with SWs. This study examined the feasibility, acceptability, and students' perceptions of an interprofessional virtual reality (VR) simulated learning environment (SLE) for teaching health professions students about the SDOH. In January 2020, 15 students at Boston University School of Medicine attended web-based video conferences focused on SDOH, health equity, and team-based care. Subsequently, student dyads participated in a case-based learning activity using an immersive VR SLE to develop teamwork skills. Evaluation included a postsurvey and a focus group examining their experiences in the course to gauge feasibility and acceptability. Thematic analysis of open-ended survey responses from the postsurvey and focus group data was conducted. A total of 8 VR simulations were run. Findings indicated both MD and PA students learned patient engagement strategies from SW students, who enhanced their health care leadership capacity. Participants found the means of instruction acceptable, valued the hands-on VR interprofessional training, and expressed interest in learning more about the scope of one another's roles and the community resources available to patients. VR SLE is a feasible and acceptable means of instruction. It allowed students to connect across programmatic and geographic boundaries in a collaborative working environment mimicking the team approach to care they will use in their professional life. This experience illustrated for students the strengths a multidisciplinary team has to offer.

Evaluation of a Cardiovascular Therapeutics Case‐Based Learning Activity

Physician Assistant students at the University of Texas Medical Branch often struggle with learning how patient characteristics affect cardiovascular therapeutic treatment choice. We implemented a case‐based learning (CBL) activity in the cardiovascular therapeutics module to address this problem.The pre‐work for the CBL was the module lectures. Students completed an individual pre‐activity quiz then worked in small groups to discuss six cardiovascular cases. Each case included questions related to choosing the most appropriate treatments based on patient characteristics such as age or comorbidities, as well as the pharmacological characteristics of the drugs. Groups recorded their answers in a worksheet that was submitted for grading. The CBL concluded with an individual post‐activity quiz. Optional pre‐ and post‐session surveys evaluated their level of confidence in their knowledge as well as their satisfaction with the CBL.Prior to the CBL, 74% of survey respondents indicated they lacked confidence in their knowledge of cardiovascular therapeutics. Following the activity, only 26% of respondents indicated they still lacked confidence in their knowledge of these topics. Students enjoyed working and discussing in their groups, having realistic complex patient cases, figuring out how patient characteristics alter medication choice, and thought the cases helped guide their studying for the subsequent exam. Ideas for improvement of the CBL included utilizing smaller learning groups, reducing the number of cases, adding additional time to the activity, and adding a large group discussion to review the case answers.Overall, the response to the CBL was largely positive and the feedback will be useful for improving the session when it is next deployed. This type of activity can be used to reinforce material for other pharmacology topics students find difficult.

A Petri-Net-Based Approach for Enhancing Clinical Reasoning in Medical Education

Medical students are called to acquire competence to manage disease in its dynamic evolution over time, learning to analyze how clinical conditions evolve in a patient&#x0027;s history and how each condition interferes with the evolution of the other coexisting conditions. In this article, the health issue network (HIN) approach is introduced as a formal language based on Petri nets (PNs) to model properties that are particularly apposite for the graphical representation of HIN evolutionary paths. Moreover, the PNs&#x2019; underlying mathematical model allows users to draw coherent and well-formed graphs representing rather complex clinical cases. Finally, HIN can be easily integrated into a simulation environment to support case-based learning activities and assessment. The examples of the exercises provided in this article show, on the one hand, the ways the introduced methodology is figured out and implemented; on the other hand, they outline the variety of learning questions that users may deal with when deploying the HIN approach.

A Feasibility Study for Utilizing a Peer-teaching Experiential Learning Activity to Alter Student Perceptions of Attributes Present in Effective Clinical Instructors

Purpose: Many physical therapists are requested to assume the role of a clinical instructor (CI) after only one year of clinical practice. The purposes of this study are to assess the feasibility of an activity that introduces students to the responsibilities of a CI and to determine if this activity had any impact on student perceptions of attributes that are present in an effective CI. Methods: Second year DPT students enrolled in a course that utilizes case-based learning and peer-teaching activities participated in this study. Participants completed the McGill University Clinical Tutor Evaluation survey both pre- and post-learning activity. Survey results were analyzed for mean composite scores, changes in survey items ranking, and statistically significant differences in survey item responses both pre- and post- activity. Results: Mean composite scores for the McGill survey as well as mean ranks for each of the 25 survey items were identified both pre and post activity. Statistically significant differences were found by comparing student responses from surveys taken pre- and post-activity. Conclusion: The results of this study suggest that a peer-teaching experiential learning activity was feasible for influencing student perceptions of important attributes of an effective CI. These findings indicate that incorporation of similar activities into DPT entry-level curricula may aid in educating students about the responsibilities of a CI.

Circular Economy Business Models for the Tanzanian Coffee Sector: A Teaching Case Study

One of the major issues the agri-food supply chains is the considerable production of by-products, which are mostly discarded as wastes and dangerously landfilled. This problem is particularly acute in the coffee supply chain: coffee cultivation generates by-products and in quantities which are potentially dangerous for the environment. A circular economy business model aimed at the recovery of these by-products may represent an interesting solution in terms of environmental, social, and economic sustainability. The goal of this paper was to provide teachers and educators with case material on circular business models that can be used for problem-based learning and case-based learning activities. The proposed case was built to address a real-world problematic situation related to the coffee supply chain. From a theoretical point of view, this study contributes to the literature on circular economy business models by providing a case study developed in the context of a developing country. Furthermore, the research entails practical implications since it shows managers and startuppers how to map a circular business model in all its components under the guidance of a conceptual framework.

Osteoporosis: A Small-Group Case-Based Learning Activity.

IntroductionOsteoporosis is the most common bone disease in the world. Approximately 50% of women and 20% of men over 50 will suffer an osteoporosis-related fracture. Future health care providers must be equipped to prevent, recognize, and treat osteoporosis-related fractures.MethodsTo supplement instruction on osteoporosis, we designed a case-based session. Groups of 10–12 second-year medical students worked with a single facilitator in a roundtable discussion. The 120-minute session integrated foundational sciences (pathology, physiology, pharmacology) and clinical disciplines (clinical skills, radiology, geriatrics, evidence-based medicine). Knowledge gains were assessed by performance on nine session-relevant multiple-choice questions (MCQs) on the final exam. Student satisfaction was assessed by an anonymous postsession survey.ResultsThere were 121 students that participated, and their average performance on nine session-relevant final exam MCQs was 84%. After removal of a single outlier MCQ (15% correct), average performance on the remaining eight MCQs was 93%. A total of 107 students (88%) responded to the postsession survey. On a 5-point Likert scale, 101 of 107 students (94%) agreed or strongly agreed with the statement “The basic science-clinical combination lecture on osteoporosis followed by the small-group case discussion on osteoporosis prepared me adequately to understand the topic” (M = 4.56, SD = 0.63).DiscussionWe developed a case-based learning activity for preclinical medical students to enhance the clinical scaffolding of basic science and medical knowledge around osteoporosis. Students performed well on session-relevant exam questions, demonstrating competency in the educational objectives. Student satisfaction was high, with most students feeling well prepared.

Novice and Advanced Learners' Satisfaction and Perceptions of an e-Learning Renal Semiology Module During the COVID-19 Pandemic: Mixed Methods Study.

BackgroundNephrotic syndrome is a unique clinical disorder, which provides interesting teaching opportunities that connect physiological and pathological aspects to clinical practice. During the current COVID-19 outbreak, in-person teaching in our institution was not permitted, thus creating a unique challenge for clinical skills teaching. A case-based electronic learning (e-learning) activity was designed to replace the traditional in-person teaching of renal semiology. e-Learning activities have been shown to be effective for knowledge retention and increasing novice learners’ performance. However, major knowledge gaps exist concerning the satisfaction of learners with e-learning activities as the sole form of teaching, specifically for undergraduate clinical skills education.ObjectiveOur study aimed to prospectively assess undergraduate medical students’ perceptions of and satisfaction with an e-learning activity teaching renal semiology.MethodsAll second-year medical students (novice learners) from the medical faculty of the University of Geneva, Switzerland, undertook the e-learning activity and were invited to participate in a nonmandatory, validated web-based survey, comprising questions answered using a 10-point Likert scale and one qualitative open-ended question. For comparison and to provide further insights, 17 fourth- to sixth-year students (advanced learners) were prospectively recruited to participate in both the e-learning activity and the evaluation. A mixed methods analysis was performed.ResultsA total of 88 (63%) out of 141 novice learners and all advanced learners responded to the evaluation survey. Advanced learners reported significantly higher satisfaction with the e-learning activity (mean 8.7, SD 1.0 vs mean 7.3, SD 1.8; P<.001), clarity of objectives (mean 9.6, SD 0.8 vs mean 7.7, SD 1.7; P<.001), and attainability of objectives (mean 9.8, SD 0.5 vs mean 7.3, SD 1.3; P<.001). Both groups showed high interest in the inclusion of the activity as part of a blended learning approach; however, there was low interest in the activity being the sole means of teaching.ConclusionsCase-based e-learning activities might be better suited for advanced learners and could increase learners’ satisfaction within a blended teaching instructional design. More research on students’ satisfaction with e-learning activities in the field of clinical skills education should be done. In addition, more effort should be put into finding alternative teaching tools for clinical skills education in light of the ongoing COVID-19 pandemic and future health crises.

Using the physiology of normal aging as a capstone integration exercise in a medical physiology course.

As the Baby Boomer generation reaches old age, there has been a significant increase in the number of older adults needing healthcare over the past decade. The physiology of aging is therefore a highly relevant topic for the preclinical medical curriculum. I describe a new capstone unit on the physiology of aging, placed at the end a medical physiology course, to provide a vehicle for integration of prior learning about physiology of each individual body system. Students were provided with online self-study modules as preparation for a mandatory small group case-based learning activity. A detailed case of an elderly female patient being assessed for fall risk was provided. Students were required to document a "Review of Systems" predicting decreased system functions due to senescence and to prepare a group concept map illustrating how physiologic deficits contributed to fall risk in the patient. Students successfully completed the activity and reported generally good satisfaction with the experience. The activity was judged an effective tool for students to consolidate prior learning and to apply physiology to an important medical topic. The lesson also provided several opportunities for curriculum integration with cell biology, biochemistry, anatomy, and clinical skills components.

Cross‐cultural classroom: Virtual case‐based learning utilizing MRI and extended‐reality technology delivered to American and Turkish medical students

Due to the COVID-19 pandemic, there is increased interest to effectively deliver educational curricula remotely to diverse student populations. Case-based cadaveric MRI visualization and extended reality (XR) technology enhances learning experiences in medicine. The purpose of this study was to demonstrate that a virtual, multi-departmental workflow utilizing MRI, XR technology, and a “patient” group, represented by the John A. Burns School of Medicine (JABSOM) Willed Body Program, supplements case-based learning and promotes student exploration and engagement equally in cross-cultural cohorts represented by American and Turkish medical students. Virtual case-based learning activities were developed and presented to American medical students at JABSOM and Turkish medical students, selected based on education and English proficiency, via Zoom. Subject, medical history, and physical exam data were presented to students who were then divided into breakout rooms where hypotheses regarding cadaveric, neurological findings were generated. Students then reviewed radiology and pathology reports and accessed relevant 3D segmented, photogrammetric and illustrative models. An optional survey was completed to evaluate student opinion based on a 5-point Likert scale. Comparisons between groups were performed using a non-parametric Mann-Whitney U test. Data was reported as mean, median (min-max), and percentile. Significant differences (two-tailed P) less than 0.05 were significant. Results revealed significant differences between American (n=40) and Turkish (n=16) student opinion. The Turkish scale was significantly higher when asked if MRI scans of cadavers were useful as online learning tools (p =0.002), if MRI scans of cadavers provided an understanding of relevant anatomy (p<0.001), if 3D models provided a better understanding of anatomical relationships (p<0.001), whether students would like more interactive sessions using MRI scans (p<0.001), and if students would use similar resources in the future (p<0.001). The American scale was higher when asked if students were able to communicate effectively with their breakout groups (p=0.037). The learning activity was positively received by both cohorts as shown by no average score less than a 4 out of 5 for each question. The American scales may have been lower due to having previous experience with similar activities, whereas the learning activity was novel and exciting to Turkish students. Differences in communicating effectively in breakout rooms can be explained by the fact that American students were broken into longitudinal dissection groups, whereas Turkish students were randomly assigned. Based on these results, case-based learning, utilizing MRI and XR technology, enhances the learning experience of medical students and can be expanded to cross-cultural student populations.

The structured learning of valuation modelling

ABSTRACT Active learning compels non-academic students to employ deeper learning strategies. Unfortunately, established activities to encourage active learning are resource intensive and do not suit physically distanced modes of delivery. This research presents an active learning module and proposes a novel structured approach to enhance the learning and teaching of financial modelling in property education, during and after COVID-19. A review of past research presents ways to encourage deeper learning. This research is primarily based on findings from published property education research. It builds on that knowledge as it shares the design of Valuation Modelling online module and the application of Petronzi and Petronzi’s (2020) Online and Campus (OaC) model, as a response to COVID-19. The OaC model is adapted to bring forward an applied learning activity, the development of a working valuation spreadsheet. The result is higher education unit, or subject, with an Apply, Evaluate, and Solve (AES) structure that aligns with academic frameworks, and has the potential to accommodate case-based and problem-based learning activities with less reliance on human resources. The Valuation Modelling module and its incorporation into an AES framed unit of study are demonstrated as contributions of this research.