Case-based Learning Method Research Articles

Comparison of case-based learning and traditional learning style in final year BDS (Bachelor of Dental Surgery) students in paediatric dentistry unit lesson

The challenge in the present scenario for dental schools is how to improve the quality of dental education and training of qualified people. Case-based learning (CBL) uses virtual “trigger” cases to stimulate interest and generate the knowledge and skill needed in patient care and can bring the improvement. In the present study, 60 students from final BDS were included and distributed into two major groups (A and B) consisting of 30 students in each group. Group A was given didactic lecture and Group B was trained in the same topic through CBL. Pre- and post-test questionnaire was given to all 60 students before and after the training session. Intra- and intergroup comparisons showed significant difference in both the groups. CBL method showed more improvement in students than observed in students taught through didactic method. CBL simulates the clinical environment and encourages students’ clinical thinking more effectively than conventional teaching.

Comparison of case-based learning and traditional method in teaching postgraduate students of medical oncology

Purpose: Case-based learning (CBL) is now used as a teaching strategy to promote clinical problem-solving ability. The purpose of this study was to determine whether CBL is superior to the traditional teaching method in teaching lung cancer curriculum to oncology students.Methods: This study was a randomized controlled trial, enrolled 80 first-year oncology postgraduates from Bengbu medical college in the past 3 years. They were randomized to divide into 2 groups, had courses with the same lung cancer contents and timing. The experimental group (n = 40) utilized the CBL method while the control group (n = 40) used the traditional lecture-based teaching method. A questionnaire was used to attain the students’ learning satisfaction and self-efficacy of the course, and a post-study examination was used to assess end-of-course performance.Results: Complete data were obtained from participating students (n = 40 in CBL; n = 40 in traditional teaching). The CBL group performed significantly better in questionnaire and examination compared to traditional teaching groups. Students showed high levels of satisfaction and problem-solving ability in the CBL group.Conclusion: Compared with the traditional teaching method. The case teaching method is a more effective teaching method to improve the ability of problem-solving for graduate students in medical oncology.

Learning from Mistakes using a Case-based Curriculum in Medical Education for Health Systems/health Economics and Public Health Care

There are hardly any concepts on how to impart knowledge about the own health system to students and to clarify the importance and practical relevance of the topic. The case-based approach and the errors described therein should highlight the relevance of the topic to the medical profession. A course concept was developed with focus on the practical relevance of the content to students. This was based on a method mix of game-based learning, case-based and cooperative learning. The seminar describes the path of a cancer patient through health care, an issue which, due to a lack of agreements and other interface problems, is dealt with unsatisfactorily. Analyses showed that students (n=1162) had moderate interest in the topic of the seminar during both survey periods. However, they found the method of case-based learning to be good and rated the relevance of the topic as high. The relevance of the topic complex GGG for later professional activity was apparently recognized by the students. The low motivation of the students to engage with this topic could be reduced, as confirmed by reports of the lecturers.

Teaching with Cases in Disaster and Emergency Management Programs: Instructional Design Guidance

There is a long history of the use of cases in teaching in post-secondary programs and some fields (e.g., law, medicine, business) have their own distinctive approach to the use of case-based learning methods. Within disaster and emergency management (DEM), which is a relatively new field of post-secondary study, there are as of yet no formally recognized approaches to the use of cases in teaching, and further there is limited research on the disciplinary characteristics of teaching practices in the DEM field. This article presents findings from a study that explored how and why cases are used in post-secondary DEM programs. The methodological approach to the study supported the development of a domain-based outcome theory that explains three different approaches for using case-based learning methods in DEM programs and the functions of cases relative to each of the different types of learning outcomes. This novel conceptual framework for teaching with cases was found to address deficiencies in existing schema for conceptualizing the use of cases in teaching.

Integrating Business and Medical Pedagogy to Accomplish the Sustainable Development Goals

A quality education is one that best fits the present and future needs of an individual within their current society. Case-based Learning (CBL) is inquiry-based learning which allows self-directed learning, logical reasoning, problem-solving and decision-making. CBL enhances knowledge, teamwork and problem-solving skills; it is used worldwide across various healthcare fields. It can tie theory to practice and go beyond traditional learning outcomes to induce deeper learning. The CBL method has been touted as superior in preparing future healthcare professionals. This preparation is a vital step in attaining the progress needed to achieve the 2017 Sustainable Development Goals (SDGs). We believe the CBL approach will not only foster more competent learners, but also is a necessary and sufficient technique to meet the SDGs. We conclude that healthcare pedagogy should embrace CBL techniques in order to realize sustainable development and the healthy planetary goals.

Evaluating Case-Based Learning versus Tradional Method of Teaching-Learning for Undergraduate Medical Student: A Comparative Study

Evaluating Case-Based Learning versus Tradional Method of Teaching-Learning for Undergraduate Medical Student: A Comparative Study

Comparison of Case Based Learning and traditional Learning Style in Final Year Bachelor of Dental Surgery(BDS) Students in paediatric dentistry unit lesson

The challenge in present scenario for dental schools is how to improve the quality of dental education and training of qualified people. Case based learning (CBL) uses virtual 'trigger' cases to stimulate interest and generate the knowledge and skill needed in patient care and can bring improvement. In present study, sixty students from final BDS were included and distributed into 2 major groups (A & B) consisting of 30 students in each group. Group A was given didactic lecture and Group B was trained in the same topic through CBL. Pre and Post-test questionnaire was given to all 60 students before and after the training session. Intra and intergroup comparisons showed significant difference in both the groups. CBL method showed more improvement in students than observed in students taught through Didactic Method. CBL simulates the clinical environment and encourages students’ clinical thinking more effectively than conventional teaching.

CASE-BASED LEARNING MENINGKATKAN CLINICAL REASONING PADA BLOK PENYAKIT INFEKSI TROPIS MAHASISWA FAKULTAS KEDOKTERAN UNIVERSITAS ISLAM INDONESIA

Case-based learning (CBL) is a newer modality of teaching healthcare, combining medical theory and practices. Many researchs reported effectivity of CBL to improve student-centered learning. The aim of this study is to evaluate how CBL improved students’ clinical reasoning compared with other method such as problem-based learning. An interventional research involved 4th grade medical students receiving PBL and CBL methods supervised by a tutor or instructure. An alternative method combining CBL and structured role play (in an Integrated-Patient Management method) also performed using clinical scenario with medical practice setting. The result showed that student received CBL had better clinical reasoning indicated from better miniquizz result compared with PBL students (p < 0,05, Mann Whitney U test. Students exposed with CBL had final MCQ and essay exam grade compared with unexposed students. Students exposed with CBL also had better clinical skill indicated from Objective Structure Clinical Examination (OSCE) result (p < 0,05, independent t test). Students’ acceptance level on CBL method is 79, 4%. It is concluded that compared with PBL, CBL is more effective in improved students’ performance, learning outcomes and clinical reasoning and also had high acceptance among medical students.

Incorporation and evaluation of serial concept maps for vertical integration and clinical reasoning in case-based learning tutorials: Perspectives of students beginning clinical medicine

Background: Concept maps and case-based learning (CBL) are recognized and useful strategies to enhance undergraduate medical learning. However, research on the use of a mixed approach is limited.Aims: To incorporate serial concept mapping (CM) into CBL tutorials, to explore students’ perspectives on the worth of the method to better understand patients’ problems and elicit diagnoses, and to assess the student’s learning.Methods: We designed a four-phase method of CBL that incorporated serial mapping to assist students in the process of knowledge construction regarding the underlying principles of the patients’ present complaints, the recognition of disease patterns and the eliciting of diagnostic hypotheses. Students worked both individually and collaboratively. We used a questionnaire to explore the students’ perspectives of the method and a score system to assess end-of-course performance.Results: The students perceived that serial CM was useful to integrate previous knowledge into new clinical information for case analysis and to elicit diagnoses. They also reported an increase in content-related knowledge. The end-of-course scores were high for most students.Conclusions: Novice medical students perceived serial CM in CBL tutorials as an effective strategy for learning. End-of-course examination scores indicated that they improved case analysis and clinical reasoning skills.

IMPROVEMENT OF SOFT SKILLS THROUGH COOPERATIVE LEARNING METHOD (JIGSAW) IN COURSES OF MIDWIFERY CARE EMERGENCY ON MATERNAL AND NEONATAL

Being a professional midwife in the future is not enough to have good hard skills, but also a good soft skill, and for students to have good soft skills, a proper learning method is required, and the lecturer has an important role in determining the learning method. The purpose of this research is to know the method of learning that can improve students’ soft skills on Maternal and Neonatal Emergency Care. The method in this research is Classroom Action Research which measure soft skills of students DIII midwifery. The attributed used soft skills consisted of 15 items. The population of this research is the students of DIII Midwifery of PEMKAB Jombang Institute of Health Science semester IV who follow the Subject of care of Midwifery Emergency Maternal and Neonatal care, which are number 43 respondents. Sampling used is total sampling Method of data collection in this research is lecturers apply three kinds of learning method in 3 times meeting: conventional method, Case Based learning and Cooperative Learning (Jigsaw).The results of this study shows that the case-based learning method is better than the conventional method in improving the soft skills of DIII Midwifery students., cooperative learning (jigsaw) is better than conventional methods in improving the soft skills of DIII midwifery students. There is no significant difference between case based learning method and cooperative learning method (jigsaw).Thus cooperative learning is an appropriate method for midwives students because it is proven to improve students’ soft skills.

The effect of using a case study on the academic achievement of students in learning about the topic of ‘Vitamins’

This study investigates the impact of the Case-Based Learning (CBL) method for the topic of ‘B6, B9 and B12 Vitamins’ on students’ academic achievement in a biochemistry course for an associate degree level in health. To this end, a case study with the title ‘The Reasons for Depression: Do We Know What They Are?’ was developed and implemented. The study had a one-group pre-test and post-test research design. The ‘Vitamins’ Achievement Test’ (VAT) and a Structured Interview Form were used as data collection tools. First-year students of Medical Laboratory Techniques at the Ahmet Erdogan Vocational School of Health Services at Bulent Ecevit University (N = 34) who were aged between18 and 20 made up the study group. The VAT and the Structured Interview Form were analysed using content analysis and the paired-samples t-test was used for the VAT. The results indicated that the frequency of students’ responses in the ‘clear understanding’ category improved in the VAT post-test and it was concluded that there was a significant positive difference in the post-test scores of students. The results of the structured interview indicated that most of the students had positive opinions about the method, material and case study.

Penerapan Metode Pembelajaran Kooperatif Berbasis Kasus Terhadap Efektivitas Pembelajaran Mahasiswa Akuntansi Universitas Kristen Maranatha

Abstract The quality of learning is not only limited to the effectiveness of knowledge transfer, but also on the development of basic attitudes, such as critical scientific academic attitudes and continual willingness to seek the truth. In this case, educators are required not only to transfer of knowledge, but more than that also acts as an enlightenment agent. Therefore, this study aims to obtain empirical evidence of the influence of application of case-based cooperative learning methods to the learning effectiveness of the accounting students on Maranatha Christian University.The technique used to test the hypothesis is Simple Linear Regression Analysis, which used to know the influence of the application of case-based cooperative learning method to the effectiveness of student learning. Respondents in this study are accounting students of Maranatha Christian University.The result of this study shows that case-based cooperative learning method positively affects the learning effectiveness of the accounting students on Maranatha Christian University. Keywords: Case-Based Cooperative Learning Method, Learning Effectiveness.

Large Group Case-Based Learning (TB-CBL) Is an Effective Method for Teaching Cancer Chemotherapy to Medical Students

Case-based learning (CBL) has been shown to yield improved outcomes and mixed student perception compared to traditional didactic lecture-based learning (LBL). Data on the effect of CBL on student performance in pharmacology is limited, and the effect of CBL on undergraduate medical education in chemotherapy is unknown. The aim of this study was to examine the effect of a novel large group team-based (TB)-CBL method compared to LBL on student perception and learning outcomes in cancer chemotherapy education. A retrospective cohort design was used to compare five graduating classes of medical students (n = 583). The first two classes (Group 1, n = 231) experienced LBL, while the last three classes (Group 2, n = 352) experienced TB-CBL. Independent two-sample, two-tailed t tests of the mean at a confidence level of 95% were performed to compare the two groups’ final exam scores. A short survey was administered to one class in the TB-CBL group to assess student satisfaction. Group 2 outperformed Group 1 by 7.0% in assessment using chemotherapy questions and by 9.2% in assessment using chemotherapy questions addressed in the TB-CBL session. Students had an overall favorable perception of the TB-CBL session, with 88% reporting improved confidence in their understanding of the material and 52% agreeing that the TB-CBL was a valuable use of their time. Active learning modalities such as TB-CBL may lead to improved exam performance and perception of the educational experience. The TB-CBL methodology enables active learning while minimizing institutional cost.

Perceptions of the use of intelligent information access systems in university level active learning activities among teachers of biomedical subjects

BackgroundStudent participation and the use of active methodologies in classroom learning are being increasingly emphasized. The use of intelligent systems can be of great help when designing and developing these types of activities. Recently, emerging disciplines such as ‘educational data mining’ and ‘learning analytics and knowledge’ have provided clear examples of the importance of the use of artificial intelligence techniques in education. ObjectiveThe main objective of this study was to gather expert opinions regarding the benefits of using complementary methods that are supported by intelligent systems, specifically, by intelligent information access systems, when processing texts written in natural language and the benefits of using these methods as companion tools to the learning activities that are employed by biomedical and health sciences teachers. MethodsEleven teachers of degree courses who belonged to the Faculties of Biomedical Sciences (BS) and Health Sciences (HS) of a Spanish university in Madrid were individually interviewed. These interviews were conducted using a mixed methods questionnaire that included 66 predefined close-ended and open-ended questions. In our study, three intelligent information access systems (i.e., BioAnnote, CLEiM and MedCMap) were successfully used to evaluate the teacher’s perceptions regarding the utility of these systems and their different methods in learning activities. ResultsAll teachers reported using active learning methods in the classroom, most of which were computer programs that were used for initially designing and later executing learning activities. All teachers used case-based learning methods in the classroom, with a specific emphasis on case reports written in Spanish and/or English. In general, few or none of the teachers were familiar with the technical terms related to the technologies used for these activities such as “intelligent systems” or “concept/mental maps”. However, they clearly realized the potential applicability of such approaches in both the preparation and the effective use of these activities in the classroom. Specifically, the themes highlighted by a greater number of teachers after analyzing the responses to the open-ended questions were the usefulness of BioAnnote system to provide reliable sources of medical information and the usefulness of the bilingual nature of CLEiM system for learning medical terminology in English. ConclusionsThree intelligent information access systems were successfully used to evaluate the teacher’s perceptions regarding the utility of these systems in learning activities. The results of this study showed that integration of reliable sources of information, bilingualism and selective annotation of concepts were the most valued features by the teachers, who also considered the incorporation of these systems into learning activities to be potentially very useful. In addition, in the context of our experimental conditions, our work provides useful insights into the way to appropriately integrate this type of intelligent information access systems into learning activities, revealing key themes to consider when developing such approaches.

Exploration of case based learning applied to clinical teaching of professional master degree student of urology

Objective To evaluate the effectiveness and to access the feasibility in the case based learning (CBL) to the course of urology. Methods Thirty professional master degree students of urology were randomly divided into two groups called CBL group and traditional group. The CBL group's students were provided with a representative case which was considered as core of the whole learning process. After collecting relevant data and comprehending the process of treatment, teachers would summarize in the end. As for traditional groups, students would have a complete clinical skills training according to the standardized training requirements of the residents. The two groups were evaluated systematically after nine months of different teaching methods. Results CBL group showed the more desirable effect than traditional group not only in written score [(92.1±3.0) vs. (85.3±6.3)] and clinical skills score [(83.1±4.3) vs. (79.1±3.4)] but also in deepening the understanding of diseases and strengthening the communication ability between doctors and patients. Conclusion The CBL method applied to clinical teaching of professional master degree students of urology can significantly promote the effect of teaching and the quality of student. Key words: Case based learning; Urology; Professional master degree student; Clinical teaching

Effects of Exploratory and Heuristic Multi-methods on System-oriented Curricula Based on Clinical Scenarios

A system-oriented curriculum in which basic medical courses and clinical subjects are integrated and reformed is a new trend for medical education in China. In order to train and enhance the comprehensive clinical competency, thirty-two excellent medical students who formed a observation group from grade 2010 in Jinan University were selected to participated in this study. Three different exploratory and heuristic pedagogies, which employed the flexible application of case-based learning (CBL), problem-based learning (PBL), and team-based learning (TBL), were explored and implemented in cardiovascular, respiratory, and digestive teaching sections. The effects of these exploratory and heuristic pedagogical approaches based on the flexible application of the CBL, PBL, and TBL methods with clinical scenarios in system-oriented curricula are satisfactory. Accordingly, these teaching methods and experiences had been summarized and promoted to mainland and non-mainland medical students from grade 2014 in Jinan University. Teaching and learning effects are also satisfactory. In addition, different characteristics in conducting these courses between two types of university students are further compared and analyzed for the improvement of all system-oriented curricula in the future.

What is the Effect of Case-Based Learning on the Academic Achievement of Students on the Topic of “Biochemical Oxygen Demand?”

The purpose of this study was to investigate the effect of the case-based learning (CBL) method used in “biochemical oxygen demand (BOD),” which is a topic taught in the environmental chemistry course, at Dokuz Eylul University, on the academic achievement and opinions of students. The research had a quasi-experimental design and the study group consisted of 4th and 5th grade students (N = 18) attending the Chemistry Teaching Program in a university in Izmir. The “Biochemical Oxygen Demand Achievement Test (BODAT)” and the structured interview form were used as data collection tools. The results of BODAT post-test showed the higher increase in the achievement scores of the experimental group may be an indication of the effectiveness of the CBL method in improving academic achievement in the relevant topic. In addition, the experimental and control group students had positive opinions regarding the method, the scenario, and the material. The students found the method, the scenario, and the material to be interesting, understandable/instructional, relatable with everyday life, suitable for the topic, and enhancing active participation.

ДОСВІД ВПРОВАДЖЕННЯ МЕТОДУ НАВЧАННЯ НА КАФЕДРІ ПАТОЛОГІЧНОЇ АНАТОМІЇ, ОСНОВАНОГО НА ПРИНЦИПІ РОЗБОРУ КЛІНІЧНИХ ВИПАДКІВ (CASE-BASED LEARNING). ЧАСТИНА 1: ОПИС МЕТОДУ

Мета роботи. Стаття присвячена опису методу викладання, основаного на принципі розбору клінічних випадків, що проводилося на кафедрі патологічної анатомії ДЗ “ДМА МОЗ України” протягом 2016–2017 академічного року.Метою даного впровадження була модернізація методології навчання, оптимізація та стандартизація навчального процесу. Досліджуваний метод викладання був впроваджений на практичних заняттях серед груп англомовних студентів медичного факультету третього курсу.Основна частина. Для проведення занять за даною методикою ми відбирали і адаптували клінічні випадки з відкритих баз даних USMLE, MCCEE та інших джерел, які найбільш широко і актуально охоплювали відповідну тему заняття. До обраного клінічного випадку будувалося завдання: тест з множинним вибором, тестові зображення мікро- та макропрепаратів, опис обраних макро- та мікропрепаратів і проблемні запитання, які залучали аналітичні та синтетичні здібності мислення і найширше освітлювали теоретичну базу захворювань та станів, згаданих у даному випадку.Висновки. Показано, що викладання, основане на вивченні клінічних випадків, може бути конкурентоспроможною альтернативою традиційній методиці викладання патологічної анатомії, оскільки беззаперечно покращує логічні навички студентів, стимулює клінічне мислення, сприяє розвитку автономності, розвиває комунікативні навички, приводить до кращого збереження знань та стимулює мотивацію студента до навчання.

Are Internal Medicine Residents' Skills in Noninvasive Ventilation for Acute Respiratory Failure Improved After Small Group Practice Using a Respiratory Patient Simulator?

SESSION TITLE: Medical Education SESSION TYPE: Original Investigation Slide PRESENTED ON: Monday, October 30, 2017 at 07:30 AM - 08:30 AM PURPOSE: To compare the efficacy of simulation to the traditional teaching method of case-based learning as it pertains to noninvasive ventilation for acute respiratory failure. METHODS: We conducted a randomized controlled study involving internal medicine residents at the University of Calgary; all of whom provided written informed consent. All participants were asked to attend usual training that consisted of a twenty minute podcast and attendance at a 2 hour lecture on the use of NIV for acute respiratory failure. Participants were then randomized to attend a 1.5 hour small group session for case-based learning of respiratory failure due to COPD: Group A was instructed in a traditional case-based format augmented with simulation and group B received identical information without simulation. The ASL 5000® respiratory simulator was used in conjunction with SimMan 3G® technology and a Respironics V60® ventilator to illustrate patient response to interventions. Immediate learning was assessed with a written evaluation prior to and upon completion of the teaching session. Knowledge and skill retention was assessed in a subgroup of the trainees (all PGY-3) with a 12-minute OSCE station at their mandatory formative evaluation 6 weeks later. RESULTS: A total of 37 internal medicine residents participated in the initial case-based teaching sessions, half in each group. During the small-group sessions (Groups A and B), student knowledge scores improved significantly and there was no difference at the end of the training between groups (79.5 vs. 87.2, p=0.07). After an average of 6 weeks, there was no difference between OSCE checklist scores for Group A vs. Group B. (86% vs 78%, p = 0.53). Global rating score was also similar between groups (4.3 vs. 3.9, p=0.93). Residents who engaged in either of the case- based learning sessions achieved significantly higher scores on the formative OSCE compared to residents who did not attend either session (82% vs. mean 64%, p = 0.002). CONCLUSIONS: Small group case-based training improved learning of NIV in internal medicine residents over traditional lecture alone. However, augmenting the small group with simulator interaction did not improve outcomes. Given the high costs associated with medical simulation, we encourage ongoing program evaluation for individual applications. CLINICAL IMPLICATIONS: Healthcare simulation is an educational technique which engages learners in a realistic environment, allowing them to learn and practice skills with personnel and resources which closely resemble those which are used in clinical practice. Although the benefits of simulation are well established for many learning contexts, there is a paucity of data comparing the efficacy of simulation to the traditional teaching method of case-based teaching. Specifically, the use of a respiratory simulator (ASL5000®) for teaching non-invasive ventilation (NIV) skills to practicing health care professionals has not been compared to more traditional training. Over the past decade, NIV use has expanded so that clinicians use this therapy in the ICU as well as on wards and in the ED. The optimal management of patients with an AECOPD requires use of the most effective training for health care professionals from many disciplines and professions. DISCLOSURE: The following authors have nothing to disclose: Lawrence Gutman, Andrea Loewen, Irina Charania, Kristin Fraser No Product/Research Disclosure Information

Vaccine Education of Medical Students: A Nationwide Cross-sectional Survey

Physicians play a primary role in vaccination of the population. Strong initial training of medical students is therefore essential to enable them to fulfill this role. This cross-sectional nationwide online survey conducted between September 2015 and January 2016 obtained 2,118 completed surveys from 6,690 eligible respondents (response rate, 32%) at 27 of 32 medical schools in France regarding their education about vaccination. The data were analyzed in April-June 2016. The survey covered their knowledge, attitudes, practices, and perceptions, and assessed their level of perceived preparedness for their future practice as interns. Around a third of the students (n=708, 34%) felt insufficiently prepared for questions about vaccination, especially for communicating with patients on side effects (n=1,381, 66%) and strategies to respond to vaccine hesitancy (n=1,217, 58%). The mean knowledge score was 26/45 (SD=7.9). Lecture courses, which are the main education method used in French medical schools (1,891/5,660 responses, 33%), were considered effective by only 11% of students (693/6,155 responses), whereas practical training was significantly associated with better perceived preparedness (p<0.001). In conclusion, education about vaccination during medical school in France is not optimal. Methods based on practical learning methods (case-based learning, clinical placements, and other hands-on methods) appear to produce the best results and must be favored for improving students' preparedness.