Case-based Learning Sessions Research Articles

Improving Pain Care with Project ECHO in Community Health Centers.

ObjectivePain is an extremely common complaint in primary care, and patient outcomes are often suboptimal. This project evaluated the impact of Project ECHO Pain videoconference case-based learning sessions on knowledge and quality of pain care in two Federally Qualified Health Centers.DesignQuasi-experimental, pre-post intervention, with comparison group.SettingTwo large, multisite federally qualified health centers in Connecticut and Arizona.SubjectsIntervention (N = 10) and comparison (N = 10) primary care providers.MethodsPrimary care providers attended 48 weekly Project ECHO Pain sessions between January and December 2013, led by a multidisciplinary pain specialty team. Surveys and focus groups assessed providers’ pain-related knowledge and self-efficacy. Electronic health record data were analyzed to evaluate opioid prescribing and specialty referrals.ResultsCompared with control, primary care providers in the intervention had a significantly greater increase in pain-related knowledge and self-efficacy. Providers who attended ECHO were more likely to use formal assessment tools and opioid agreements and refer to behavioral health and physical therapy compared with control providers. Opioid prescribing decreased significantly more among providers in the intervention compared with those in the control group.ConclusionsPain is an extremely common and challenging problem, particularly among vulnerable patients such as those cared for at the more than 1,200 Federally Qualified Health Centers in the United States. In this study, attendance at weekly Project ECHO Pain sessions not only improved knowledge and self-efficacy, but also altered prescribing and referral patterns, suggesting that knowledge acquired during ECHO sessions translated into practice changes.

Remote-online case-based learning: A comparison of remote-online and face-to-face, case-based learning - a randomized controlled trial.

Case-based learning (CBL) is an educational approach where students work in small, collaborative groups to solve problems. Computer assisted learning (CAL) is the implementation of computer technology in education. The purpose of this study was to compare the effects of a remote-online CBL (RO-CBL) with traditional face-to-face CBL on learning the outcomes of undergraduate physiotherapy students. Participants were randomized to either the control (face-to-face CBL) or to the CAL intervention (RO-CBL). The entire 3rd year physiotherapy cohort (n = 41) at Monash University, Victoria, Australia, were invited to participate in the randomized controlled trial. Outcomes included a postintervention multiple-choice test evaluating the knowledge gained from the CBL, a self-assessment of learning based on examinable learning objectives and student satisfaction with the CBL. In addition, a focus group was conducted investigating perceptions and responses to the online format. Thirty-eight students (control n = 19, intervention n = 19) participated in two CBL sessions and completed the outcome assessments. CBL median scores for the postintervention multiple-choice test were comparable (Wilcoxon rank sum P = 0.61) (median/10 [range] intervention group: 9 [8-10] control group: 10 [7-10]). Of the 15 examinable learning objectives, eight were significantly in favor of the control group, suggesting a greater perceived depth of learning. Eighty-four percent of students (16/19) disagreed with the statement "I enjoyed the method of CBL delivery." Key themes identified from the focus group included risks associated with the implementation of, challenges of communicating in, and flexibility offered, by web-based programs. RO-CBL appears to provide students with a comparable learning experience to traditional CBL. Procedural and infrastructure factors need to be addressed in future studies to counter student dissatisfaction and decreased perceived depth of learning.

A priority educational program at Princess Margaret Cancer Centre.

189 Background: The clinical research environment is consistently evolving with new methodology, complexity and regulatory stringency. With this evolution, the need for a well-educated clinical research team is critical. There are approximately 300 clinical research staff at Princess Margaret, 100 Principal investigators. The Cancer Clinical Research Unit (CCRU) is a support department within the Princess Margaret Cancer Program and provides two dedicated staff to implement and facilitate clinical research education across the program. Methods: CCRU Education currently offers 50 unique education sessions with an average of 45 sessions per quarter. Starting in 2010, 9275 attendees have attended 892 CCRU in-class sessions. Since 2015, 224 sessions have been attended by 25 sites through teleconference. The CCRU has implemented an “Orientation Pathway” for new clinical research staff to provide clear guidance on mandatory research training activities, as well as role and task-specific training activities. In 2016, CCRU has included more workshop-style courses, providing scenario-based learning models. The CCRU uses a blend of online, in-class, and case-based learning sessions to promote critical thinking and stimulate vibrant group discussion. Interactive sessions and evaluation ensure learning needs are met. Results: Since implementing the interactive sessions, and the Orientation Pathways, the CCRU Quality Assurance department has seen a reduction of insufficient documentation findings. To measure this, the total number of Quality Assurance Review (QAR) findings on insufficient and/or incomplete documentation of the consent process was averaged and compared in 2014 and 2015 and a 25% decrease was noted. In addition, staff feedback is regularly collected through an online methods and is reviewed by the CCRU Quality-Education committee for training quality improvement. Conclusions: Positive staff feedback and a reduction of QAR findings has encouraged CCRU Education to continue creating workshop-based training sessions that are interactive, timely and effective. Efforts will continue to include CCRU-QA findings in the development of new course content to ensure staff are well trained and overall quality continues to improve.

The effect of student centered pharmacology teaching in the form of clinical case scenario among M.B.B.S students

Background: Pharmacology teaching by conventional method is by didactic lectures and practical sessions. To cultivate interest and motivate students towards self directed learning, the best tool in teaching learning methodology available is case based learning. Aims and objective of the study was to analyze the effectiveness and acceptance of case based learning (CBL) of pharmacology among M.B.B.S Students.Methods: The second year M.B.B.S Students of the academic year 2014 and 2015 were enrolled in the study. Clinical case scenario was formulated as modules based on the common clinical cases which the student observe and encounter in clinical postings in wards. The students were divided in to four groups, 30 in each group with one facilitator. Each module of case based learning was evaluated with pre test and post test. The student perception was recorded by a five point likert scale feedback questionnaire at the end of the study.Results: The post test scores in all modules revealed significant improvement in student’s performance by CBL method when compared using “paired t test”. Majority of the students preferred more CBL sessions for rest of the academic year.Conclusions: Students centred pharmacology teaching by CBL method creates self-directed learning environment to explore more for better understanding and application of the theoretical knowledge gained towards clinical practice.

Case-based Learning in Microbiology: Observations from a North West Indian Medical College.

Background:Microbiology is usually taught by conventional lectures, and its retention and application is observed to be poor among medical graduates/practitioners.Aim and Objectives:Introduction of case-based learning (CBL) in microbiology for second-year professional MBBS students.Materials and Methods:Students were divided into two groups of fifty each. Four clinical cases were used for CBL. One group had two CBL sessions whereas the other had didactic lectures (DLs) and then the groups were crossed over. Case scenario handouts were given to students a week before the session, and smaller groups were formed for discussions and presentations in CBL sessions. Posttest, in multiple choice questions format, was conducted in two phases: First, immediately after the completion of the four CBL and DL sessions, and second, 6 weeks after the first posttest. Student and faculty feedback was taken about CBL sessions.Results:Hundred MBBS students of the fourth semester voluntarily participated in the CBL study. The CBL scores were significantly higher than DL session scores (P = 0.015). This difference was more marked in scoring done after 6 weeks of session completion (P < 0.001). Student reported satisfaction in being taught by CBL method in 5-point Likert scale feedback form. Faculty feedback was positive for CBL.Conclusions:CBL helped in retention of knowledge and its application better than DL in our observation. More sessions on commonly encountered case scenarios will be useful for students in recalling basic science knowledge in their later years as practitioners.

Case-based Learning in Biochemistry: An Innovative Criterion-based Assessment Module for Effective Learning among MBBS Phase 1 Students in India

ABSTRACTIntroductionThe main focus of case-based learning (CBL) is to integrate basic science material with clinical science. Case-based learning may be designed and introduced along with traditional didactic lectures in a way that it creates interest, promotes better understanding, active participation, and self-directed learning. The student should be motivated to become a life-long learner.InterventionWe have formulated an innovative criterion-based module for implementation and evaluation of MBBS phase 1 students. This includes framing of a time schedule for distribution of teaching hours based on multiple teaching tools and module for conducting CBL sessions. This will be assessed by evaluation of student performance using a newly developed valid assessment tool.Materials and methodsFor the CBL sessions, 100 students of phase 1 MBBS course were included. They were divided into 10 groups of 10 students each. Ten clinical cases were selected for CBL sessions. Each student was given two cases for discussion. Pretest was conducted before and posttest after the CBL session. The session was conducted as planned in the module. The performance of the students was analyzed. Feedback from the students and teachers were taken and analyzed for its utility and effectiveness.ResultsThe performance of the students showed drastic improvement after the CBL sessions (p &lt; 0.0001); 85% of the students and 80% of the teachers agreed that CBL helps in deep learning and critical thinking; 84% of students and 73% teachers felt that CBL makes subject interesting with good retention of contents and reasoning ability for their future medical practice.ConclusionOur newly formulated assessment tool stands appropriate, which can be included in the present curriculum. Both the teachers and the students were satisfied with this kind of teaching method. This innovative teaching module and our newly formulated assessment tool proved to be very effective for learning biochemistry.How to cite this articlePatil VP, Patil VS, Kulkarni SP, Trivedi DJ, Axita VC, Mudaraddi RT, Shetty P, Bargale AB, Kamble PS, Ingleshwar DG, Shilpasree AS. Case-based Learning in Biochemistry: An Innovative Criterion-based Assessment Module for Effective Learning among MBBS Phase 1 Students in India. Indian J Med Biochem 2017;21(1):62-68.

Promotion of higher order of cognition in undergraduate medical students using case-based approach.

BACKGROUND:The curriculum of pathology is conventionally “taught” in a series of didactic lectures, which promotes learning by rote. In this study, case-based learning (CBL) was introduced to assess its effect on higher order cognition and problem-solving skills in undergraduate medical students.SUBJECTS AND METHODS:The prescribed syllabus of hepatobiliary system was delivered to the undergraduate medical students of the fourth semester by conventional didactic lectures. A pretest, which contained questions designed to test both analysis and recall, was administered, followed by CBL sessions, in the presence of a facilitator, encouraging active discussion among students. Students were then assessed using a similar posttest. The perceptions of the students and the faculty were gathered by means of feedback questionnaires. The scores obtained by the students in the pre- and post-test were compared by paired t-test.RESULTS:Eighty-one students participated in CBL sessions, with 95.06% expressing a desire for more such sessions, preferably in all the topics. The faculty members also felt that CBL would be beneficial for the students but opined that it should be restricted to some topics. CBL was found to cause a highly significant (P < 0.0001) improvement in the students’ higher levels of cognition, whereas the lower orders of cognition remained unaffected (P = 0.2048).CONCLUSIONS:CBL promotes active learning and helps in the development of critical thinking and analysis in undergraduate medical students. Although it is resource-intensive, an attempt should be made to incorporate it along with lectures in clinically important topics.

Introduction and evaluation of case-based learning in the first foundational course of an undergraduate medical curriculum

Case-based learning (CBL) has been proposed as an effective method to promote student knowledge and motivation. The timing and methods for implementation have varied among schools, and data regarding the effectiveness of this pedagogy compared to other learning modalities are inconclusive. We introduced five different cases in the first course of our medical school as part of small-group CBL, and monitored student satisfaction and performance in summative evaluations. We observed that (1) students were very satisfied with the CBL sessions; (2) performance in essay examinations was significantly higher in CBL topics, compared to non-CBL topics, as evaluated at the end of the course, and three months after course conclusion; and (3) there was a trend of higher performance in multiple-choice questions about CBL topics, but this was not statistically significant. Our results indicate that CBL is an acceptable pedagogy to be incorporated from the beginning of undergraduate medical education to promote acquisition and retention of knowledge, students’ interest in foundational sciences, and integration of basic science disciplines and clinical medicine. When evaluating knowledge acquired using the CBL method, integrative essays represent a valuable tool to assess the depth of comprehension and application of information.

Students’ Perception of Teaching Methods in Pharmacology in a Malaysian Medical School

Introduction: The study attempts to evaluate the students’ perception of pharmacology as a subject, its usefulness in future practice, teaching methods currently used, and their patterns of learning and preparing for exams. Methods: A structured, self-administered questionnaire was distributed to second year medical students. Results: Of the 125 students who participated, 22.73 % considered pharmacology more important than any other subject. The students found small group sessions most interesting followed by directed self-learning, computer aided learning and lectures. Of those who responded, 79 and 66 % suggested to increase the small group and directed-self-learning sessions respectively. Up to 40 % of the students felt that pharmacology teaching must be through case-based discussions and 20 % requested for more practical sessions. Conclusions: It appears that majority of students entering the medical schools has little prior knowledge of pharmacology. While going through the preclinical years they understood the importance of pharmacology and its application in future practice, however, they tend to develop interest in one or other topics. Students prefer to have a greater number of small group sessions as they feel that these sessions are most useful for learning. Majority of the students tend to use both the textbooks and lecture notes and study regularly for better performance in examinations. The students also preferred to have more case-based learning sessions incorporated into the small group sessions.

Effectiveness of Case-Based Learning During Small Groups Sessions at Army Medical College.

A pragmatic and sequential mixed method study was conducted at Army Medical College, from October to December 2014 to determine medical students' perceptions regarding effectiveness of small groups during the CBL(case-based learning) sessions. Tutorial Group Effectiveness Instrument (TGEI) was used after written and informed consent. Free text comments about CBL were invited from the respondents and common ones, and were tabulated. The mean scores were calculated and compared among different subgroups of respondents using appropriate independent sample t-test. Content analysis of qualitative segment was done. Ap-value of less than 0.05 was taken as statistically significant. The analysis of qualitative and quantitative variables was integrated in the final interpretation phase to draw conclusion. The average age of the participants was 19.33 ±0.657 years. The difference in scores was statistically insignificant for cognitive (p = 0.537), motivational (p = 0.868), and demotivational (p = 0.125) effectiveness between males and females. Insignificant difference was also observed for qualification of the overall group productivity among male and female students (p = 0.162), and exposed and non-exposed groups (p = 0.272). The perceptions of overwhelming number of participants were in favour of small group discussion as a component of CBL.

Integration of Dermatology-Focused Physical Diagnosis Rounds and Case-Based Learning within the Internal Medicine Medical Student Clerkship.

BackgroundOver half of dermatologic conditions are seen by nondermatologists, yet medical students receive little dermatology education. Medical students in the clinical years of training at our institution felt insecure in their physical diagnosis skills for dermatologic conditions.ObjectiveThe objective of this study was to implement dermatology-focused curricula within the Internal Medicine (IM) Core Clerkship to increase student confidence in diagnosing skin diseases.MethodsTwo dermatology-focused sessions were integrated into the IM Clerkship. A faculty dermatologist leads students on a dermatology-focused physical diagnosis “Skin Rounds”, where patients are seen at the bedside and students practice describing skin lesions and forming a differential diagnosis. Students also participate in a case-based active learning session. A dermatologist selects images of common skin conditions that students describe utilizing appropriate terminology and offer a differential diagnosis. The impact of these sessions was assessed through survey-based student feedback and by comparing the results from the IM Shelf Exam before and after intervention.ResultsA total of 74 students completed the skin rounds survey (32% response rate). About 99% (n = 73) of students felt that skin rounds were effective and useful, and 92% (n = 68) of students reported that they felt more confident in describing skin lesions afterward. A total of 43 students completed the case-based learning session survey (37% response rate), and 98% (n = 42) of students strongly agreed or agreed that the session was effective and useful. Performance on the dermatologic questions of the IM Shelf Exam was analyzed. While not statistically significant at P < 0.05, students improved from an average of 77% correct responses before intervention to 79% afterward (P = 0.60).ConclusionsOur case-based and bedside teaching interventions were met with high satisfaction from medical students and increased their confidence in describing skin lesions. This intervention can serve as a model to improve dermatology education and can be adapted to utilize the IM clerkship to address curriculum inadequacies at other institutions.

Enhancing the Circuitry

STUDY OBJECTIVE: The Accreditation Council for Graduate Medical Education requires residency programs to promote interdisciplinary communication and teamwork competency. However, most graduate medical training occurs in specialty-focused programs with limited opportunities for interdisciplinary learning aside from procedural training and simulation exercises. This study examines a novel interdisciplinary approach designed to foster the shared knowledge and mutual respect that promote effective communication and teamwork in many situations. BACKGROUND: Communication among the health care team and with patients is paramount to patient outcomes and quality of care. METHODS: Twenty-two interdisciplinary case-based learning sessions were conducted over 11 months. Mixed groups of five to nine obstetrics and anesthesiology residents participated in the sessions during their obstetrics service rotations. Each session was structured to promote sharing of knowledge and experiences between the residents and was facilitated by attendings from both disciplines, a communication specialist, and usually an experienced nurse. Residents completed anonymous questionnaires following each session. Responses from first-time participants were analyzed. RESULTS: Of the 77 participating residents (28 obstetrics and gynecology, 49 anesthesiology), 92% reported that the program was “a valuable addition to the obstetrics service curriculum,” and 90% indicated they would “probably” (64%) or “definitely” (26%) change their communication behavior because of this program. Forty percent described specific change plans. Eighty-four percent felt that involving attendings from both specialties was “very valuable,” and 76% felt the nurse's involvement was “moderately” or “very” valuable. CONCLUSION: Residents strongly supported the addition of facilitated interdisciplinary dialogue to the service curriculum, and many indicated they would change behavior because of what they learned. Thus, this approach appears to provide a valuable addition to other communication and teamwork training techniques.

Case based learning (CBL), a better option to traditional teaching for undergraduate students in curriculum of Paediatrics

Background: In present Medical system still using traditional didactic teaching method. This method has the disadvantage of pedagogical variations and information overload causing dissatisfaction to the students. Case based learning (CBL) uses virtual ‘trigger cases’ to create interest in a particular area of curriculum. Learning and remembering the subject is much easier when you link it to ’real life patient cases’ and get genuine feel that for how essential it is to clinical practice. Aims & Objectives: Undergraduate medical students should learn knowledge, attitude and skills in Paediatrics through Case Based Learning.Methods: Undergraduate students were randomly divided into two groups and subjected them to pre-test on Dengue fever. After that those groups were underwent CBL session and Traditional didactic lecture on Dengue fever. Post-test was conducted on the same groups. Results: The pre-test results in the form of average marks of target groups were more or less of similar. Whereas in post-test there was a significance improvement in the average marks secured by the CBL group when compare to traditional didactic lecture group. Conclusions: The present study concludes that the Case Based Learning method creates interest in the student to learn new thing. Learning and remembering the subject is much easier when you link it to real life patient cases and get genuine feel that for how essential it is to clinical practice.

Chief Complaint

In the case-based learning sessions of pre-clerkship at the University of Ottawa, students are presented with a patient’s chief complaint in a module that is clear-cut and objective. The cases are often optimistic, in a way that can be sometimes statistically rare, but once in a while the patient passes away, leaving students disappointed as they close their laptops and leave the room. In real life, exposure to a patient’s triumphs and tribulations may be only 15 minutes long, but for the patient and their family, cancer represents a man who is in constant fear of a group of cells spreading to a vital organ and killing him, or a father who will never see his grandchildren, or a wife whose absence leaves a sting to everyday life. This poem was an attempt to give a voice to the patient outside the constraints of the module, and to give life to a scenario that is greyer than the black and white typed notes make it out to be.

Two years of experience with near‐peer anatomists in a new medical school's setting

In response to the shortage of medical doctors in Israel, a new Faculty of Medicine was established in a remote locale (Galilee). Here we report on a 2 years of our near‐peer teaching program of cooperative learning. Our near‐peer teacher course was designed for 1st year medical students who successfully finished the Anatomy block, in order to develop their anatomy teaching skills, mostly for dissection, and their didactic ability, to be applied in the next academic year. In a debriefing questionnaire administered at the end of the course, on the five‐point Likert scale the overall rating for the “elective course” was 4.33. Learning prosection and anatomy demonstration skills scored 4.3 and 4.15, respectively. Importantly, the participants appeared at ease in the dissecting room amongst their peers; they were able to prepare and confidentially lead a case‐based learning session. The top course graduates (selected based on their peer evaluations to serve as near‐peer teachers) were then evaluated by their more junior peers (first‐year students), at the end of the next year's Anatomy block. On the Likert scale, the average score was 4.10, somewhat lower than the general satisfaction score for the preclinical teachers during the first‐year classes (4.22). We conclude that students as peer teachers can make a valuable contribution to the teaching faculty, especially in a new school. Personal gain in terms of confidence, focus and motivation are at least as important as practical dissection and teaching skills.

사례기반학습법을 적용한 수업이 간호대학생의 학습동기와 학습만족도에 미치는 효과 - 인체생리학 수업을 중심으로

Purpose: The purpose of this study was to investigate the effects of case-based learning (CBL) on learning motivation and learning satisfaction of nursing students in a human physiology course. Methods: The development and application of CBL scenarios was conducted from February to June, 2013. Nursing students (n=142) who registered for a human physiology course were assigned into either a control or CLB group. The control group received traditional lectures for 14 weeks. The CBL group received the same 14-week lectures and an additional 5 CBL sessions. The learning motivation and satisfaction were measured by questionnaires at the beginning and the end of the semester. Seven students in the CBL group were randomly selected for a focus-group interview. Quantitative data were analyzed by χ-test and t-test, and qualitative data were analyzed by content analysis. Results: The learning motivation and learning satisfaction were not significantly different between the two groups. However, 59% of the CBL group answered with a positive impression on the CBL approach as it helped them to feel a sense of achievement, excitement, to form their identity as nursing students, and so on. Conclusion: These findings suggest that the CBL could be a challenging but useful learning method in a physiology course for nursing students. Further studies with guidance, such as instructors’ questions and feedback design are needed to utilize CBL more effectively.

Otolaryngology Education in the University of Calgary Undergraduate Medical Curriculum: A Needs Assessment Study

Objectives:Perform a needs assessment study on otolaryngology teaching in pre‐clerkship medical students. Secondary outcomes include evaluating the quantity and nature of, as well as student perceptions of, current otolaryngology teaching at the University of Calgary.Methods:This is a survey based cohort study of first and second year medical students at the University of Calgary, completed in January and February 2013. The survey was based on the otolaryngology competencies outlined by the national medical board (MCCQE Part I objectives).Results:There were 150 responses (response rate of 42.9%). Thirty‐eight (74.5%) of first year respondents have had less than 10 hours of otolaryngology teaching, and of these experiences, 19 (50%) were with family physicians and only 2 (5%) were with otolaryngology staff. For the second year class, 60 (60.6%) have had less than 10 hours of otolaryngology teaching, 24 (24.2%) have had between 10‐24 hours, and 15 (15.2%) have had greater than 24 hours. Forty‐eight students (48.5%) received teaching by otolaryngology staff/residents and 19 (19.2%) by family physicians. Low confidence was expressed by both cohorts in performing head and neck exams as well as approaching common otolaryngology pathologies.Conclusions:There is a perceived deficiency in the otolaryngology component of the undergraduate medical curriculum, especially in the areas of performing otolaryngologic physical examinations and approaching otolaryngologic pathologies. Learning strategies perceived to have high educational value include physical exam sessions and small group case‐based learning sessions facilitated by an otolaryngology staff or resident, as well as attending otolaryngology clinics.

Case Based Learning: A Method for Better Understanding of Biochemistry in Medical Students

Health professionals need to develop analytic and diagnostic thinking skills and not just a mere accumulation of large amount of facts. Hence, Case Based Learning (CBL) has been used in the medical curriculum for this reason, so that the students are exposed to the real medical problems, which helps them in develop analysing abilities. This also helps them in interpreting and solving the problems and in the course of doing this, they develop interest. In addition to didactic lectures, CBL was used as a learning method. This study was conducted in the Department of Biochemistry, S.B.K.S.M.I and R.C, Sumandeep Vidyapeeth ,Piparia, Gujarat, India. A group of 100 students were selected and they were divided into two groups as the control group and the study group. A total of 50 students were introduced to case based learning, which formed the study group and 50 students who attended didactic lectures formed the control group. A very significant improvement (p<0.0001) was observed among the students after the CBL sessions and they were also motivated by these sessions. A 4 point Likert scale questionnaire which contained 8 questions was administered to the students, to know their perception on the usefulness of the CBL. 98% of the students reported that they found the CBL sessions to be an interesting method of gaining knowledge. 84% of them felt that they exposed them to an experience of logical application of the knowledge which was gained in cracking cases, which would be of great help in the future also. Case Based Learning (CBL) was used and it is effective in the medical curriculum for a better understanding of Biochemistry among the medical students.

Case Based Learning Teaching Methodology in Undergraduate Health Sciences

Case-based learning (CBL) is an interactive teaching approach involving small-group discussion to determine a range of solutions for a presented patient case. In light of the success that the approach has achieved in numerous professional and undergraduate programs, a pilot project was introduced in 2009 by senior health sciences students, who acted as CBL facilitators, at the University of Ottawa for undergraduate courses in the Interdisciplinary School of Health Sciences (ISHS). In collaboration with faculty professors, the facilitators developed CBL sessions consisting of patient cases that were reflective of the core objectives of health sciences courses. A total of 144 undergraduate students from three ISHS courses took part in these sessions; they were evaluated based on the calibre of their participation and a quiz. The quiz consisted of 5 questions that evaluated the students’ mastery of the concepts covered in the CBL session. The students also completed an evaluation of the pilot project. On a nominal scale of one to five, the students on average scored 4.13 out of a possible 5.00 (SD 1.48) marks on the quiz. In the evaluation, the students rated the project as having an overall learning benefit of 3.82 on a nominal scale of one to four. The evaluation indicates that the students perceived the program as having significant learning value and the quiz marks confirmed that CBL promoted the application of lecture content to practical scenarios. These preliminary findings suggest that implementing CBL in ISHS would enhance students’ academic experience. Further sessions based on this model would improve from more rigorous pre- and post- session assessments.

State University of New York, Downstate Medical Center College of Medicine

State University of New York, Downstate Medical Center College of Medicine