Case-based Learning Program Research Articles

Evaluation of a basic-clinical integrated pharmacology case-based learning program from a student perspective using the CIPP model.

This study aimed to systematically evaluate the effectiveness of case-based learning (CBL) within a basic-clinical integrated educational program using the Context, Input, Process, and Product (CIPP) evaluation model. The CBL program was integrated into the Pharmacology-Clinical Case Practice component of the pharmacology course, a mandatory course for first-year medical students. To evaluate the program, a CIPP model-based questionnaire was developed, assessing needs, goals, resources, educational management, and outcomes. To ensure the reliability and validity of the variables, factor analysis was performed, reducing an initial set of 28 items to 18 final observation variables distributed across four factors. The survey, designed to measure learner satisfaction, was administered to 37 students who participated in the Pharmacology-Clinical Case Practice course during the first semester of 2022. Participants rated their satisfaction with the CBL program based on the CIPP model (on a 5-point scale), giving an average score of 4.17. This suggests that learners who followed the CBL program combining basic and clinical components generally found the program operationally effective with positive outcomes. The teaching model and evaluation model applied in this study can be utilized in various majors when operating CBL classes that link basic and clinical education in medical schools in the future.

Protocol for a realist review of case-based learning in undergraduate medical education

Case-based learning has become increasingly adopted as a pedagogical approach in health professions education. The successful implementation of case-based learning programmes can be impacted by factors including resources, organisational attitudes and cultural dynamics. This protocol outlines a methodology for a realist review which aims to elucidate the mechanisms and contexts that influence the implementation of a case-based learning programme in health professions education. This study aims to understand the underlying causal mechanisms and contextual factors which can lead to the success or failure of case-based learning programmes. This review will involve a systematic literature review on case-based learning in health professions education, under a realist synthesis framework. A realist synthesis was chosen as the approach as it is suited to the review of such complex interventions, such as the implementation and delivery of a case-based learning programme. Through an iterative literature search and analysis, relevant literature will be explored in order to develop an understanding of the contextual elements and mechanisms which may affect the success of a case-based learning programme. This review will employ thematic analysis to synthesize findings across studies, iteratively refining a programme theory explaining how case-based learning programmes work, for whom, and in what contexts. This realist review protocol provides a systematic and rigorous approach to examining the complexities of case-based learning and the outcomes produced by its underlying mechanisms and contexts. This review aims to offer valuable insights for educators, curriculum developers, and policymakers to optimize the implementation of case-based learning interventions in medical education.

The role of secure instant messaging applications in medical education: Evaluating student satisfaction in a case-based learning program using Siilo.

Instant messaging applications for mobile phones have recently grown in popularity among medical personnel, including both physicians and medical students. During the COVID-19 pandemic, medical education was largely transferred to virtual platforms, making such applications an increasingly important tool for medical education. "Siilo" is a secure instant messaging application that was designed for medical professionals, and offers several advantages over other instant messaging services that are vital for its use in medical settings, including information security, data encryption, and a built-in blurring tool to maintain patient privacy. In addition, Siilo allows for the creation of individual folders for each case, enabling users to conduct separate discussions about multiple patients simultaneously. To evaluate student satisfaction in a case-based learning program using Siilo as a medical education tool in improving student learning outcomes and motivation. A case-based learning program was conducted with 24 fifth-year medical students using Siilo to evaluate its effectiveness as a medical education tool. The program was evaluated through the use of pre- and post-program questionnaires and focus group discussions to assess student satisfaction. The majority of students (83.3%) were highly satisfied with the Siilo platform and felt that it enhanced their learning experience, and a majority of students (79.1%) reported that the program was highly effective. Students reported that the platform was easy to use and provided a clear and organized way to follow discussions about cases. The focus group discussions further revealed that students appreciated the real-time communication and felt that the use of Siilo helped to improve the quality of communication and collaboration during the learning process. The use of Siilo as a medical education tool was found to contribute to positive relationships between doctors and students and improve student motivation for learning and outcomes. These findings suggest that Siilo can be a valuable resource for medical education, particularly due to its secure and convenient features, which are well-suited for use in medical settings. The use of Siilo in a case-based learning program was found to be effective in improving student satisfaction and learning outcomes and contributed to positive relationships between doctors and students. These results highlight the potential for utilizing mobile instant messaging apps as a tool for enhancing clinical teaching in medical education.

Responding to racism, discrimination, and microaggressions: A student-designed case-based learning program.

In an effort to expedite the publication of articles, AJHP is posting manuscripts online as soon as possible after acceptance. Accepted manuscripts have been peer-reviewed and copyedited, but are posted online before technical formatting and author proofing. These manuscripts are not the final version of record and will be replaced with the final article (formatted per AJHP style and proofed by the authors) at a later time.

Nursing Students' Views and Suggestions About Case-Based Learning Integrated Into the Nursing Process: A Qualitative Study.

AIMThis study aimed to evaluate students’ views and suggestions about case-based learning.METHOD: The research was planned by using qualitative method of phenomenological type. Case-based learning was integrated into the nursing process and implemented in four sessions, and then, students’ views and suggestions were collected. In the interview, a semi-structured interview form was used, in-depth interviews were made, and the data were evaluated by qualitative data analysis. Phenomelogical approach of Colazzi was used in the analyzes and Huberman method was applied. The COREQ was used to analyze and report the qualitative data. The sample consisted of second-year students in the nursing department of a public university in Anatolia in the academic year 2017-2018. Participants attended the case-based learning program. A focus group interview was conducted with 10 of the participants.RESULTSParticipants are 10 students with a mean age of 19.86 ± 0.78 years. A total of 65 opinions and suggestions were presented during the focus group meeting. These were grouped under two main and seven sub-themes. Participants had positive views on the program and gave practical suggestions.CONCLUSIONCase-based learning integrated into the nursing process is a practical nursing method that helps students learn and understand the nursing process better and approach patients from a holistic perspective.

Evolution of pathology teaching for MBBS students during COVID-19 pandemic lockdown: Moving from a real to a virtual classroom.

The COVID-19 pandemic lockdown has forced university hospitals to forego traditional classes and embrace online teaching platforms as the sole modality of medical education. Herein, we describe our experience of shifting from the arena of a real to a virtual classroom during the lockdown phase. Materials and. The institutional subscription of G-suite was used for creating a virtual Google classroom. Google Calendar, Google Meet, and Google Forms were used for notification of schedules, conducting theory and practical classes, and conducting assessments, respectively. The learner-centric SNAPPS model was adapted for an interactive case-based learning (CBL) program using multimedia tools. Students' perspective on online education was assessed based on their responses to a validated questionnaire. The conduction of online classes, particularly the live practical classes and the CBL program got the maximum affirmative (up to 85%) responses. Students of the same batch also performed better in a test following the online CBL (77.03% vs 73.3%, P = 0.03, paired t-test statistically significant) compared to a test before it. However, access to laptops and poor Internet connectivity were significant causes of concern for nearly 40% of students. The use of virtual classroom has proved to be an efficient method for continuing teaching of Pathology to MBBS students in times of lockdown when face-to-face conventional teaching was not possible. The experience indicated that in the future a judicious mixture of traditional and online classes may be a more effective educational design for teaching Pathology to MBBS students.

The Conception, Design, Implementation, and Assessment of Case-Based Learning in an Information Literacy Class

Case-Based Learning (CBL) is a popular and successful teaching method used for a long time in disciplines such as medicine, business, law, and computer science. In the past decade, there has been a trend to introduce CBL into library instructions as an active teaching approach in the field of library and information science. Although a few studies have been conducted to investigate the advantages of this teaching technique in the library and information science literature, there remains a substantial absence of first-hand instructional experiences and observations from academic librarians who are actively teaching information literacy. This article presents a personal account of the concept, design, implementation, and assessment of CBL in an information literacy classroom. It discusses the advantages and limitations of CBL, offers suggestions for the future, and points out potential concerns related to the evaluation of workload, librarians’ responsibilities, and the workplace culture. Based on experiences and assessments of CBL classes, the article outlines foreseeable challenges for teaching librarians planning to implement CBL program in information literacy education.

Effects of Case-based Small Group Learning about Care of Infected Children for Daycare Center Teachers

This study was conducted to develop and implement a case-based small group learning program on the care of children with infectious disease, and to examine its effects on knowledge, attitude and preventive practice behaviors of daycare center teachers compared to a control group. Based on the need assessment, the case-based learning program for the management of infectious children was developed. For this quasi-experimental study, 69 teachers were recruited from 14 child daycare centers in a city located in J province. Thirty four teachers were assigned to experimental group and participated in the case-based small group learning once a week for 5 weeks. Data were analyzed using the SPSS 18.0 program to perform χ²-test and t-tests. Analysis of covariance was used to treat the covariate of the number of assigned children between experimental and control groups. The experimental group showed significantly higher posttest scores in knowledge, attitude and preventive practice behaviors than those of control group (p<.001). These findings indicate that case-based small group learning is an effective educational strategy for daycare center teachers to learn infection management through the emphasis of self-reflection and discussion.

Case method assisted implementation of guidelines on secondary prevention of coronary artery disease decreases mortality: a ten-year follow up of a randomized controlled study

Previous findings show, two years after Primary Care Practitioners’ participation in an interactive pedagogic case-based learning program [1], that a significant reduction of blood lipid levels of their patients was achieved [2], and reported that the educational intervention was cost effective [3]. The aim of this study was to determine the size of any patient survival benefit from such interactive case-based learning method [1] aimed at facilitating implementation of guidelines in primary care. This was a prospective randomized controlled trial in a primary care practice setting, in Stockholm, Sweden. New guidelines for secondary prevention in coronary artery disease were mailed to all general practitioners in the area and presented at a common lecture in 1995. The general practitioners were randomized according to their Primary Health Care Center into well-matched patient/physician pairs and were randomly allocated to active intervention with either exposure to a case-based learning method or usual care. General practitioners in the intervention group participated in recurrent case-based learning dialogues at their Primary Health Care Centers during a two-year period. A locally well-known cardiologist served as the facilitator. Consecutive patients (n=255) with coronary artery disease were included. Ten-year mortality rates were obtained from the Cause of Death register and were assessed as all cause and cardiovascular mortality. The two Primary Health Care Center groups of patients and physicians were well matched and did not differ at baseline. The attendance rate at the seminars was 82% or higher. After ten years, nineteen (44%) of the patients included in the control group had deceased compared to 10 (22%) in the intervention group (p=0.017; log rank test). The inclusion of the covariates age, sex, hypertension, smoking and diabetes did not change the results. Patients treated by a specialist died at a rate comparable to the intervention group (23%). Cardiovascular mortality was 32% in the control group and 16% in the intervention group (p=0.007). In conclusion, case-based learning methods for general practitioners improved survival in patients with coronary artery disease. The hazard ratio (HR) of survival between intervention and usual care is 0.45 (95% CI 0.20-0.95) if the case-based learning method is used to assist implementation of evidence based care.

A Case-Based Learning Approach for Teaching Undergraduate Veterinary Students about Dairy Herd Health Consultancy Issues

A case-based learning (CBL) format was implemented at the Veterinary School of Nantes, France, for veterinary students in their last year of the curriculum who had chosen to track toward a farm animal career. The focus of the CBL format was learning about dairy herd health consultancy. The goal was to emphasize teamwork among students, introduce professional communications and advisory relationships with clients, and work within the technical and economic limitations of participating farms. These farms volunteered to participate and had identified a problem. The learning objectives included gaining basic knowledge of herd-level diseases and the methods to control these within herds. The program focused on health audits of dairy farms performed by teams of four to five students, culminating in submission of a herd health management action plan specific for the farm visited by each team. The CBL program was comprised of defined learning objectives for each team. The learning process was supervised, from orientation through to validation, by a panel of experts from within the veterinary school and from local industry. Teams submitted written reports that listed recommendations and an action plan for implementation. This report was defended by each team in front of the farmers, their professional partners, and the panel of supervisors. Assessment of the program by students, participating farms, and industry professionals was positive.

A Web- and Case-based Learning Program for Postgraduate Students in Occupational Medicine

Many Belgian postgraduate students in occupational medicine already work in the field although they have had little training or experience. To direct their learning in line with professional needs, an interactive web-based program was developed and evaluated. On-line multiple-choice questions and real-life cases were used as an add-on to the master course in occupational medicine. Students' perceptions were obtained by questionnaire. Trainees felt that the multiple-choice questions with immediate feedback and automatic scoring increased their factual knowledge. The case studies were well received because they were realistic and of appropriate difficulty level. Students preferred the combination of face-to-face teaching and e-learning to a whole course online and were in favor of more active communication between teachers and users. These findings may inform further collaborative developments in educational technology in occupational health.

Multidisciplinary case‐based learning for undergraduate students

This report describes the introduction of case-based learning into the final-year dental programme at the Dublin Dental School. Students attended a series of one-hour sessions in groups of 8. Each group appointed a chairman for each session and a tutor facilitated the discussion. Case details were provided during the session with relevant diagnostic records. At weekly discussion sessions, the group findings and treatment options were considered. The diagnosis and treatment plans were then discussed by clinicians involved in the treatment of the case. Following the last session, the case-based learning programme was evaluated by means of a questionnaire distributed to both tutors and students. Both students and tutors rated the sessions positively. Case-based learning was found to be a worthwhile progression from problem-based learning.

Attitudes and examination performance of female and male medical students in an active, case-based learning programme in anatomy

An active, case-based project (CBP) learning programme in anatomy was run for second-year medical students in 1995 and 1996, and each was more student-centred and less teacher-centred than had been used in previous years. The design of the programme run in 1996 encouraged the students much more towards independent learning and deep understanding, and earlier studies had suggested possible differences in learning styles between female and male medical students. The purpose of this study on the 1996 programme was to measure the extent to which the female and male students perceived the initial discussion sessions to develop deep learning skills, and in addition to determine the performance of female and male students on the CBP and the essay components of the written examination. The results show that the female students viewed the initial discussion sessions as developing deep learning skills to a much greater extent than did the male students. Also the female students (not including the special overseas entrants from Malaysia) performed better than the males on the CBP component relative to the essay component in the examination. Gender differences are important in regard to a number of issues including the growth of PBL curricula, admissions policies, the increasing proportions of female students in medical schools and future career structure.

Videoconferencing for small-group discussion sessions of a case-based learning programme in anatomy

This paper reports on the re-adoption of a case-based learning programme in anatomy for second-year medical students in which initial discussions of the cases were held using a local, cabled videoconferencing system. Staff and students' views on this method as well as students' performance in the case-based component (on abdomen and pelvis) of the written examination in 1993 and 1994 are presented. The data taken together indicate that the students were very satisfied with the programme run in each of these two years, and with the changes made in 1994 none of the categories of students was disadvantaged on the case-based component relative to the essay component in the examination. In addition the programmes encouraged the students to work together in small groups.

Students' written reports as an essential part of a case-based learning programme in anatomy.

This paper reports on second-year medical students' views and performance on the written reports for the cases that were studied in a case-based learning programme in anatomy at the University of Otago in 1988. The mean marks for the reports for the three main categories of student entry are presented. Differential performance on the written reports relative to the case-based component of the examination held at the end of the year has been determined for each student in the class and ranked in order. The proportions of students falling in the top and bottom quartiles for the class are given. The data taken together indicate that with an intensive programme of case-based learning in 1988, optimal performance in the written reports was reached at an early stage by the graduates whereas the two undergraduate categories improved their performance towards the end of the programme.

Primary Care Geriatrics: a Case-based Learning Program

Primary Care Geriatrics: a Case-based Learning Program

Primary Care Geriatrics: A Case-Based Learning Program.

Primary Care Geriatrics: A Case-Based Learning Program.