Case-based Learning Method Research Articles

Investigating the Effect of Educational Intervention Using the Case-based Learning Method on the Sensitivity and Moral Courage of Nursing Students

Introduction: The study aimed to assess the impact of Case-based Learning on nursing students' sensitivity and moral courage. Method: The present study is semi-experimental with non-equivalent control group. The research population is nursing students in Medical Sciences who entered the study by census (61 people). The educational program was designed, and the principal learning method was based on case-based learning (CBL). Latzen's ethical sensitivity questionnaire was used to check the level of moral sensitivity, and Sekerka's questionnaire was used to determine the level of moral courage. The students completed the questionnaires before and twice after the educational interventions. The data were analyzed with descriptive and analytical tests (Pearson RM-ANOVA). Results: The number of 61 students participated in the present study. The 29 people were in the intervention group and 32 in the control group. The average age of the participants was 18.41 ± 0.49. The study results showed that the moral sensitivity scores of the students in the intervention and control groups changed significantly over time (one week and three months after the intervention) compared to before the intervention (P = 0.02). Regarding moral courage scores, no significant change was reported between the intervention and control groups before, one week, and three months after the intervention (P = 0.82). Conclusion: The present results showed that the educational intervention using the case-based learning method improved the student's moral sensitivity and maintained it over time. However, improvement in moral courage over time has not been reported significantly.

Application of combined teaching method of case-based-learning and clinical pathway in practical gynecological teaching.

To train highly qualified medical talent in 5-year programs and improve students' analytical and problem-solving abilities, it is necessary to change the traditional teaching method. This study introduces the combined teaching method of case-based learning (CBL) and clinical pathway and evaluates its role in practical gynecological teaching. Medical students in a 5-year program who were enrolled in the fourth year were selected as the research subjects; these students were randomized into two groups that separately received either the traditional teaching method or the combined teaching method of CBL and clinical pathway. Before the internship, a questionnaire was administered to explore students' views of internship in gynecology, and after the internship, the questionnaire was administered to assess the two teaching methods. Furthermore, theoretical and skill tests were performed both before and after the internship. A total of 206 medical students in a 5-year program who were in their fourth year were enrolled in the study. Students in the experimental group performed significantly better than those in the control group. They performed significantly better in the postinternship test than in the preinternship test (P < 0.001). The questionnaire showed that more students in the experimental group thought that their learning interests, clinical skills, case analysis ability, clinical communication ability, understanding of theoretical knowledge and clinical thinking ability had improved and significantly differed between the two groups (P < 0.05). Compared to traditional teaching methods, combined teaching method of CBL and clinical pathway can elevate students' academic performance, improve their learning enthusiasm and help promote clinical teachers' teaching quality. Additionally, this novel method is effective in facilitating the achievement of teaching objectives and improving the quality of talent training. Therefore, the combined teaching method of CBL and clinical pathway should be popularized and applied in gynecological practice.

The effect of the case-based learning approach on the level of satisfactions and learning of nursing students in Iran: A randomized controlled trial

IntroductionNurses must have sufficient knowledge and skills in the field of medications and medication management. This study was designed to investigate the effect of the case-based learning (CBL) approach on the level of satisfaction and learning of nursing students. Materials and methodsThis study was conducted using a randomized controlled trial on 70 Iranian third-semester nursing students during a pharmacology internship in 2023. After considering the inclusion criteria, the samples were entered into the study by census method and then they were placed in either the control (35 people) or intervention (35 people) groups by simple random method. Pharmacology training was done in the control group by the usual method (lectures by the instructor and conferences with students) and in the intervention group by the Kaddoura case-based learning method. Data collection tools included a demographic questionnaire, satisfaction of educational approach questionnaire, and exam scores before and after the internship. SPSS version 26 software was used for statistical analysis. ResultsThere was no statistically significant difference (P = 0.88) in the mean scores of the pharmacology pre-test in the control (10.54 ± 2.74) and intervention groups (10.6 ± 3.49) before the intervention. Also, there was no statistically significant difference (P = 0.19) between the pharmacology post-test scores in the control (17.7 ± 1.15) and intervention groups (18.07 ± 0.91). A comparison of pre-test and post-test scores in both control and intervention groups showed that the post-test scores in both groups increased significantly (P < 0.001). The results showed that the intervention group was significantly (P = 0.008) more satisfied with the learning method. ConclusionThe case-based educational approach resulted in improved satisfaction among students in the pharmacology course. It is recommended to incorporate this learning method alongside traditional teaching methods, in nursing education, particularly in pharmacology instruction.

Application of the combined problem-based learning and case-based learning teaching in urinalysis course of diagnostics

Background Traditional lecture-based teaching is the most commonly used approach in Chinese medical curricula. Novel teaching methods that are more educationally effective and academically satisfactory are warranted. Problem-based Learning (PBL) and case-based learning (CBL) have been widely researched and utilized worldwide. This study aimed to evaluate the effectiveness and acceptability of combined PBL and CBL methods in second-year undergraduate students in the nephrology experiment module of the Medical Diagnostics course. Methods We enrolled 150 second-year clinical medicine students from the First Clinical College of Sun Yat-sen University. Participants were assigned to either the PBL or CBL combined group (92 students, two classes) or the traditional group (58 students, one class) for a Urine Analysis course. The learning effects were compared through a post-class quiz, and student evaluations and perceptions of PBL and CBL methods were gathered via an anonymous questionnaire. Results The combined PBL and CBL group outperformed the traditional lecture group, with significantly higher post-class quiz scores (P&lt;0.001). Regarding acceptance and perception, 67.4% found PBL-CBL to be more acceptable, 78.3% believed it stimulated critical thinking, 82.6% agreed that it enhanced practicaleth abilities, and 83.7% believed it led to better learning outcomes. Regarding open feedback, 51.1% appreciated its clinical connection, 34.8% recognized its effectiveness, 32.6% found it novel and interesting, and 30.4% noted positive learning encouragement. Conclusion The PBL-CBL binding mode is a feasible and effective teaching mode, which can help improve both medical teaching quality and academic satisfaction of students.

Is Project ECHO the transformational silver lining for interprofessional and interorganizational collaboration?

ABSTRACT The globally disruptive impact of the COVID-19 pandemic on both healthcare systems and health profession education has created an opportunity for a reassessment of methods for delivering interprofessional practice education (IPE). A good candidate for consideration is Project ECHO (Extension for Community Healthcare Outcomes). Its unique combination of structural design in connecting specialist and community-based clinical sites, foundational education theories, and didactic and case-based learning methods present an innovative and promising new method of promoting both interprofessional and interorganizational collaboration. This paper first provides a description of Project ECHO, its major features, recent expansion during the pandemic, and IPE-related research history. Second, the educational concepts and theories underlying its use and their implications for interprofessional and interorganizational collaboration are reviewed. These include community of practice and single and double-loop learning. Third, the expression of these concepts in how key elements of ECHO are utilized – including the didactic presentation; the case study presentation, discussion, and tele-mentoring; and the power of community and tele-networking – will be explored. Finally, implications and applications for the expansion of ECHO into promoting competency-based education and innovative interprofessional and interorganizational collaboration will be presented.

Case-Based Learning Method in Learning: Is it Effective to Improve Teaching Skills of Madrasa Teachers in Indonesia?

This research aims to analyse whether the increasing use of case-based learning (CBL) by madrasa aliyah teachers in Indonesia improves their teaching skills in the field of education. This study employed a quasi-experimental technique and data from a CBL intervention programme to investigate how CBL is connected with teachers' hybrid teaching skill. The data was analysed using the difference-in-difference design. In general, the teaching skill of madrasa teachers is solely treated as a predictor of the practice of teaching Islamic religious education. Still, we discovered that the greater use of CBL in hybrid learning can favorably affect the teaching skill of madrasa teachers. CBL is positively associated with student involvement and teaching in learning among the madrasa teacher teaching skill subscales. However, according to our data analysis, students' favourable responses to Islamic religious education, and hybrid learning practices can moderate the link between CBL and the teaching skill of madrasa teachers. This study has significance for the CBL model's growth in strengthening the teaching skill of madrasa teachers in distance learning Islamic religious education.

Students' Response to Case-based Learning Methods Based on E-Learning in Pancasila Education Course (Survey Method Approach)

Pancasila education is very important to shape students’ attitudes and thoughts, especially in today’s technological era. Pancasila education faces a number of major problems. These include inconsistent learning across different programs, a limited number of teachers, and an increasingly sharp trend of programs, which reduces student interest. The purpose of this research is to address these issues by incorporating an e-learning case study approach into the Pancasila Education course. The study involved 84 Pancasila and Citizenship Education students from the Pancasila Education Department. The results showed that e-learning case study learning can encourage students to study and discuss cases related to Pancasila values. Not only did they gain a better understanding of the material, but this method also improved their ability to think critically and work together. This research found that the Pancasila education curriculum in higher education should use a case-based learning approach. Therefore, it is expected that Pancasila education will become more interesting and useful for students. It will also ensure that students understand Pancasila values deeply and can be applied in daily life and in the digital era.&#x0D; Keywords: case-based learning, higher education

Implementing integrated curriculum in advanced teaching in the fundamentals of homoeopathy utilising flipped classroom, case-based learning, and group discussion: Post-graduate homoeopathic education

Objectives: Successful homoeopathic practice demands the integration of various knowledge of homoeopathic philosophy as well as psychology to clinical medicine, repertory, and materia medica into a meaningful whole. Case-based learning (CBL), flipped classroom (FC), and group discussion (GD) methods have been found useful in delivering the process of integration in the classroom. Materials and Methods: A team of teachers (one from each six PG departments) and a coordinator conducted the sessions. The following steps were delineated: Identifying a suitable case, preparing assignments for individual FC sessions, individual feedback, and GD. The teaching was conducted over eight sessions of 90 minutes each. Learning from each session was consolidated in the form of PowerPoint presentations at the end of the session. Students were asked to write their experience of learning from each session, which the teaching team conducted. Results: Combining the methods of CBL, FC, and GD in the backdrop of adult learning principles helped to deliver a well-rounded experience of practice in the classroom. This improved classroom engagement and developed critical thinking and problem-solving abilities in students. The method also helped to deliver deeper learning as students were actively involved throughout the process of learning. Conclusion: Implementing an integrated curriculum is challenging. A team of dedicated teachers with the common aim of delivering excellence in education willing to undertake the arduous journey with the students is essential. Minute planning and execution requires clarity of various clinical and homoeopathic concepts and their application. Combined methods comprising CBL, FC, and GD were found to be useful in implementing the challenging task to deliver certain vital concepts of the integrated curriculum.

METHODS OF TEACHING PHARMACEUTICAL CHEMISTRY TO FUTURE MASTERS OF PHARMACY IN THE SETTING OF CLASSROOM AND DISTANCE LEARNING

It is substantiated that teaching methods are an important element of the system of studying pharmaceutical chemistry in higher medical (pharmaceutical) education institutions, as they allow to effectively organise the educational and cognitive activities of students, motivate them to master the content of the discipline in depth, and promptly perform the function of assessment and self-assessment of the educational achievements of future specialists in the field of pharmacy. The criteria and indicators for the selecting methods of teaching pharmaceutical chemistry used at the Faculty of Pharmacy of the Bogomolets National Medical University are determined, namely: 1) regulatory and legal, the indicators of which are clear consistency with the standardized documents on the organization of the educational process in the institution, the requirements of the Higher Education Standard in the field of Knowledge Area of 22 Health Care, specialty 226 Pharmacy, Industrial Pharmacy, specialization 226.01 Pharmacy; 226.02 Industrial Pharmacy; as well as local documents of the institution – Educational and professional program in the specialty «Pharmacy, Industrial Pharmacy», Curriculum and Silabus in Pharmaceutical Chemistry; 2) organisational and methodological, an indicator of which is compliance with the requirements for scientific and methodological support for the study of academic disciplines in the institution; 3) functionally-purposeful, the indicators of which are the convenience of using the method in the conditions of classroom and distance learning; modularity; ensuring integration with other teaching methods.&#x0D; It has been found that the further outlined methods of teaching pharmaceutical chemistry to future masters in the setting of classroom and distance learning have the greatest compliance with the defined criteria and indicators for selecting methods of teaching pharmaceutical chemistry to future masters in the setting of classroom and distance learning, such as: problem-search methods; modular learning method; collaborative learning method; case-based learning method (webcases); «flipped classroom» method, and their characteristics have been given.

Digital PBL-CBL teaching method improves students' performance in learning complex implant cases in atrophic anterior maxilla.

The clinical teaching of esthetic implant-supported restoration of the atrophic maxilla is challenging due to the complexity and unpredictability of bone and soft tissue augmentation. The traditional problem-based learning and case-based learning method (PBL-CBL method) with a full digital workflow (digital PBL-CBL method) provides the students a chance to view clinical cases in a more accurate and measurable way. The aim is to evaluate the effectiveness of the new digital PBL-CBL method in teaching complex implant cases in esthetic area. A full digital workflow of dental implant therapy was established for patients with severely atrophic anterior maxilla. The digital data of cases done in the new workflow was used as teaching materials in digital PBL-CBL teaching. Fifty-four postgraduate students were randomly selected and divided into three groups, including traditional PBL-CBL group (students taught in a PBL-CBL method with no digital cases), digital PBL-CBL group (students taught in a PBL-CBL method with full digital cases) and control group (students taught in didactic teacher-centered method). After training for three months, a study of the students' opinions on the corresponding teaching method was carried out through a feedback questionnaire. A theory test was used to evaluate students' mastery of knowledge about tissue augmentation and esthetic implant restoration. A case analysis was used to determine whether students could apply the knowledge to problem solving. The digital PBL-CBL method resulted in a higher rate of satisfaction than the traditional PBL-CBL method and the didactic teacher-centered method in all items except for "This approach decreases extracurricular work". Case analysis scores of the digital PBL-CBL group were significantly higher than that of the traditional PBL-CBL group and the control group. For the theory test, the digital PBL-CBL group (61.00±6.80) but not traditional PBL-CBL group (55.22±9.86) obtained a significant higher score than the control group (45.11±12.76), although no significant difference was found between the digital PBL-CBL group and the traditional PBL-CBL group. Compared with other methods, students taught with the digital PBL-CBL method showed higher satisfaction and better performance in acquisition of academic knowledge and ability in solving practical clinical problems. The digital PBL-CBL method provided a promising alternative for teaching complex implant cases at the anterior maxilla.

Effect of the case-based learning method combined with virtual reality simulation technology on midwifery laboratory courses: A quasi-experimental study

ObjectiveThis study aimed to evaluate the effect of case-based learning (CBL) method with virtual reality (VR) simulation technology (CBL-VR) on midwifery laboratory courses. MethodsA quasi-experimental design was employed. A total of 135 midwifery students were recruited from Nursing College of Guilin Medical University in China from September 2020 to January 2022. Intervention group recruited students from the Class of 2019 (n = 59) and control group recruited students from the Class of 2018 (n = 76). The intervention group students received the CBL-VR method based on traditional laboratory teaching, the contents of course included four sections: eutocia (6 class hours), dystocia (6 class hours), umbilical cord prolapse (2 class hours), and neonatal asphyxia and resuscitation (4 class hours), 40 min per class hour. The control group students received the traditional laboratory teaching. Students’ academic performance, Self-Directed Learning (SDL) Ability Questionnaire, and the education satisfaction questionnaire were used to evaluate the teaching efficacy between two groups. ResultsAfter intervention, the intervention group students achieved higher scores than the control group in individual operation ability (90.88 ± 2.14 vs. 89.24 ± 3.15), team operation ability (90.97 ± 2.33 vs. 81.28 ± 5.45), and midwifery case analysis ability (88.64 ± 3.19 vs. 86.70 ± 2.56) (P ＜0.01). Prior to the implementation of the course, there was no difference in the SDL ability scores between the two groups of students (P ＞ 0.05). However, following the course intervention, the SDL ability scores of the intervention group were higher than those of the control group (94.78 ± 6.59 vs. 88.12 ± 8.36), and the scores in all dimensions of the intervention group were also higher (P < 0.05). Additionally, more than 94% of the students indicated that CBL-VR method developed comprehensive abilities, including independent-study enthusiasm, independent thinking, collaboration, and communication. ConclusionUsing the CBL-VR method in midwifery lab courses improved students’ course performance, SDL ability, and comprehensive ability. Students highly recognized the effectiveness of this approach.

The Influence of the eLDirU LMS, Digital Literacy, and CBL Methods on Learning Achievement

This research aims to analyze the influence of the eLDirU Learning Management System, Digital Literacy and Case Based Learning methods on learning achievement. This research uses a quantitative research approach and descriptive survey method with descriptive statistical data analysis techniques to analyze research data. Data collection techniques use observation methods, questionnaires, and documentation. This research was conducted at the Faculty of Economics and Business, Jenderal Soedirman University with the population are active students in the Faculty of Economics and Business that registered in the 2021-2022 academic year. Meanwhile, the sampling technique in this research used the cluster sampling and based on the calculation, there are 100 students as samples in this research. Data analysis techniques use instrument tests (validity test, reliability test, and path analysis, classical assumption test), model feasibility test, coefficient of determination test, simultaneous test, and hypothesis test (t test). The results of this research show that: (1) The Learning Management System partially has a significant effect on student learning achievement; (2) Digital Literacy partially has a significant effect on student learning achievement; and (3) Case Based Learning partially has a significant effect on student learning achievement. The conclusion of this research there is influence of learning management systems, digital literacy, case-based learning, on learning achievement simultaneously. This research is limited to external factors that influence learning achievement, namely leaning management system, digital literacy, and case-base learning method. Further research can analyze other factors that influence learning achievement, for example internal factors such as motivation, intelligence, and so on.

All about learning methods: Past, Present and Future

Learning methods play a vital role in instructional pedagogy. Different learning methods are available that are being used according to the learning environment and educational levels. The objectives of this review study were to discuss the different past, current, and future learning methods. The past learning methods consisted of traditional learning methods, discussion learning methods, and module-based learning. The current learning methods consist of flipped learning methods, online learning methods, digital game-based learning methods, blended learning methods, project-based learning methods, inquiry-based learning methods, case-based learning methods, problem-based learning methods, and concept-based learning methods. The future learning methods consisted of artificial intelligence-based learning methods. All these methods have been discussed in this review article.

A Study on the Application of Case-based Learning Method in Translation Class for Master of Translation and Interpreting

A Study on the Application of Case-based Learning Method in Translation Class for Master of Translation and Interpreting

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&lt;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

Efektivitas Pembelajaran Berbasis Studi Kasus Untuk Membentuk Persepsi Mahasiswa Akuntansi Terhadap Corporate Social Responsibility (CSR) “Studi Kasus Di PTS X Surabaya”

Education about CSR will shape students' understanding and perceptions of CSR, so that higher education, especially accounting majors must determine appropriate learning methods so that students understand and have positive perceptions about CSR. The purpose of this research is to determine the effectiveness of the case-based learning method to form positive perceptions about CSR for accounting students when online learning is carried out during the COVID-19 pandemic. This research was conducted at the accounting department of PTS X, a private university in Surabaya.This study used a mixed method between qualitative analysis which was obtained the data through interviews, document analysis and observation and was strengthened by the results of descriptive statistics whose data were obtained through distributing questionnaires to 67 students. The results of this study indicate that the case study-based learning method is still effective in forming positive perceptions of accounting students about CSR even though learning is carried out online during pandemic. Accounting students have a good understanding of the responsibilities that must be carried out by companies, not only economic responsibilities but also legal responsibility, ethical responsibility, stewardship principle, company employee-relationship, and social responsibility. The results of this study also show that students perceive that CSR is beneficial for companies. This research was conducted with one shot study, so it does not measure the difference between before and after study CSR. Future research is expected to be carried out using a longitudinal model or a cross-sectional model so that can measure the differences in perceptions between before and after study CSR.

Multiple teaching methods in undergraduate surgical training: a blended style may be the optimal choice!

BackgroundThere are various methods for teaching surgery to undergraduate students. Lecture-based learning (LBL) is a teacher-centered approach that comprehensively, accurately, and systematically conveys knowledge. Team-based, case-based, and problem-based learning methods are student-centered approaches that increase student enthusiasm and subject-related motivation. However, the COVID-19 pandemic disrupted conventional methods for teaching surgery to undergraduate students and its impact continues even today. This research investigates a variety of surgical teaching strategies and suggests optimal strategies for undergraduate students, especially within the context of the COVID-19 crisis.MethodsVarious teaching methods in undergraduate medical education that have emerged over the last 5 years are reviewed and analyzed, specifically those used for surgical training during the COVID-19 pandemic.ResultsTraditional in-person teaching methods have been replaced by novel approaches that increase efficiency, including social media adoption, simulation-based training, flipped-classroom concepts, and “Hand as Foot” teaching. However, traditional and novel approaches can be combined to teach students the fundamentals of science and basic surgical skills, which include incision, suturing and drainage, and chest tube insertion. Each method has its advantages and disadvantages under certain circumstances.ConclusionSeveral alternative teaching strategies and a combination of methods can complement traditional face-to-face learning, promoting the successful dissemination of academic knowledge and the improvement of clinical surgical skills in terms of objectivity, time-efficiency, and feasibility. The effects of the COVID-19 pandemic on the learning context can provide a reference for future teaching in response to unavoidable emergencies.

Effect of case-based learning, team-based learning and regular teaching methods on secondary school students’ self-concept in chemistry in Maara sub-county, Tharaka Nithi county, Kenya

Abstract The use of case-based learning and team-based learning may help increase students’ self-concept in chemistry. The purpose of this study was to fill this gap by finding out the effects of case-based learning, team-based learning and regular teaching methods on secondary school students’ self-concept in chemistry in Maara Sub-County, Kenya. The study employed a 3 × 2 × 2 pre-test, post-test quasi-experimental factorial design. The study targeted 18,611 students in 52 secondary schools. Purposive sampling was used to choose three co-educational secondary schools with similar characteristics in Maara Sub-County. A total of 106 form two chemistry students were selected for the study using simple random sampling method. The experimental groups were taught using case-based learning and team-based learning while the control group was taught by regular teaching methods. The three groups were compared two-by-two to find out groups in which the differences in self-concept in chemistry would occur. Student’s self-concept questionnaire was administered to the students in the three groups. The validity of the instrument was ascertained by experts from Egerton University. Pilot testing was done in Meru South Sub-County in schools with similar characteristics. Reliability of the instruments estimated using Cronbach’s alpha coefficient was 0.81. Descriptive and inferential statistics were used for data analysis at α = 0.05. The mean differences in self-concept in the post-test were statistically significant among the three groups. The results of this study may offer valuable knowledge to policy makers as well as chemistry teachers so as to give greater attention to chemistry self-concept among students. The study findings fill a knowledge gap of effectiveness of methods of teaching chemistry.

WeChat as a platform for blending problem/case-based learning and paper review methods in undergraduate paediatric orthopaedics internships: a feasibility and effectiveness study

BackgroundPaediatric orthopaedics is a significant and difficult for undergraduate students to master. During the COVID-19 pandemic, we used the WeChat platform to combine the advantages offered by problem-based learning (PBL), case-based learning (CBL) and paper review teaching methods to establish a new blended online teaching model and demonstrated its feasibility and effectiveness.ObjectiveThis study aims to demonstrate the feasibility and effectiveness of a new blended pedagogical method that uses the WeChat platform and combines PBL, CBL and paper review.MethodsWe enrolled 22 students participating in the Department of Paediatric Orthopaedics. They participated in the WeChat blended pedagogy mode. Their departmental rotation examination scores were compared with those of 23 students who participated in the traditional teaching method. Moreover, an anonymous questionnaire was used to evaluate students’ perceptions and experiences.ResultsThe total average scores of students who participated in the WeChat blended pedagogy mode and the traditional teaching method were 47.27 and 44.52, respectively. There were no statistically significant differences between the online teaching mode and the traditional teaching method in terms of possessing professional accomplishment, gaining knowledge and promoting interpersonal skills (P = 0.07, P = 0.12 and P = 0.65, respectively). In terms of independent clinical thinking, self-improving capability and improving clinical skills, the scores associated with the WeChat blended pedagogy mode were 8.00, 8.00 and 6.00, whereas those associated with the traditional teaching method were 6.70, 6.87 and 7.48. The overall satisfaction with the WeChat blended pedagogy mode reached 100%. A total of 64%, 86%, 68%, 64% and 59% of students chose very large or large in response to the items concerning professional accomplishment, knowledge absorption, independent clinical thinking skills, English reading and literature exploring capacity, as well as interpersonal skills, respectively. Fifteen participants claimed that the WeChat blended pedagogy mode was less helpful to them with regard to promoting the improvement of their clinical skills. Nine students claimed that the WeChat blended pedagogy mode was time-consuming.ConclusionsOur study verified the feasibility and effectiveness of the WeChat blended pedagogy mode for undergraduate paediatric orthopaedics internships.Trial RegistrationRetrospectively registered.

VIETNAMESE EFL INSTRUCTORS’ PERCEPTIONS OF CASE-BASED LEARNING IN A COMMUNICATION COURSE

This article presents a qualitative research study that aims to evaluate the use of the case-based learning (CBL) method in an English communication course at a Vietnamese university from the perspective of instructors. The study collected data from three instructors who tried the CBL method in a communication course. The findings show that the instructors perceived CBL as an effective pedagogical method that enhances involvement, critical thinking, problem-solving, and communication skills among students. The instructors also reported that CBL contributed to the development of the students' confidence and motivation in communicating with others in English as well as their intercultural competence. However, the study highlights several challenges in using this method, including the amount of time and effort required to create appropriate scenarios, potential limitations in students' language proficiency, and the need for ongoing support for instructors to facilitate this method effectively. The study suggests that CBL is an effective approach to teaching English communication courses and recommends further support and resources for instructors to implement this approach successfully.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0029/a.php" alt="Hit counter" /&gt;&lt;/p&gt;