Written Case Studies Research Articles

A quasi-experimental study of trigger films for teaching the doctor-patient relationship

Background: It is challenging to teach the complexity of the doctor-patient relationship through attitude, ethics, and communication (AETCOM) modules, particularly without being formally trained and especially to first-year medical students who do not interact directly with patients. The present study was undertaken to assess the effectiveness of trigger films (TFs) or short movie clips as a teaching-learning tool to train undergraduate medical students on various aspects of doctor-patient relationships. Methods: Two modules on various aspects of the doctor-patient relationship were developed using TFs and written case studies and implemented on Phase Ⅰ medical students. Quantitative and qualitative feedback were collected from learners. Perception, understanding, and knowledge were assessed using pre- and post-questionnaires. The results of the feedback and questionnaires collected after using TFs were compared with those collected after using written case studies. Results: There was a gain in knowledge and understanding after TF sessions, and TF sessions were rated much higher by the students than traditional methods. Most students found TFs to be an innovative and interesting tool. The satisfaction index calculated for TFs from the feedback of both students and teachers was above 96%. Conclusions: TFs engaged the students’ affective domain, promoted reflective attitudes, and linked their learning to experiences. It was reported not only to be interesting and engaging but also effective as a teaching tool.

Effectiveness of a virtual reality triage simulation program for nursing students: A mixed-methods study

AimsTo examine the effectiveness of a virtual reality simulation (VRS) triage in improving students’ learning motivation, attitudes, satisfaction and learning experiences in an emergency nursing course. BackgroundVR facilitates the realization of clinical scenarios that are significant for teaching emergency nursing. Triage presents a unique challenge in emergency nursing courses, where practical learning opportunities are seldom available. DesignThe study employed a convergent parallel mixed-methods design. MethodsA total of 164 third-year nursing students were recruited from an emergency nursing course. The experimental group of 73 students participated in a VRS triage program and the control group of 91 students received a traditional program based on written case studies. The learning outcomes were evaluated using the Attention, Relevance, Confidence and Satisfaction motivational learning inventory together with questionnaires on learning attitudes and satisfaction. Qualitative data were collected through phenomenographic interviews. ResultsThe learning outcomes from the experimental group showed significant improvement in motivational learning inventory scores, with the greatest increase in satisfaction, followed by confidence, attention and relevance. Qualitative interviews with 30 students revealed four main themes in their learning experiences: “reflecting a real-world clinical environment,” “enabling the internalization of knowledge,” “enhancing clinical skills proficiency,” and “cultivating a positive attitude toward patient care.” The core theme was the establishment of professional core competency. ConclusionsVRS learning shows positive outcomes in enriching students’ learning experiences. This study contributes to the literature on the use of VR technology in nursing education by offering insights into the effectiveness of VRS learning.

TikTok as a teaching and learning method for nursing students: A quasi-experimental study

BackgroundSocial networks have emerged as powerful tools in education, offering new opportunities for interactive learning. TikTok has gained popularity among young people and has potential for use as a teaching tool in health disciplines. ObjectiveTo evaluate the effectiveness of an educational program based on a multimodal intervention using the TikTok platform to improve theoretical-practical knowledge about diabetic debut and vaccination schedules and satisfaction in nursing students. DesignA quasi-experimental study design. SettingsFaculty of Nursing, University of Cadiz, Spain. Participants74 third-year undergraduate university nursing students. MethodsAccording to Kolb's experiential learning model, a multimodal educational intervention was carried out during the academic year 2022/2023, with 12 h of training. In these sessions, theoretical content on the vaccination calendar and diabetic debut was developed with written case studies. In the last session, 19 working groups were formed and each group was given a practical case study to solve through role-playing and creating a video in TikTok. A questionnaire to measure individual knowledge and a rubric questionnaire were used to evaluate the simulations in TikTok platform. ResultsA significant improvement (z = 6.843, p < 0.001) was observed in the mean scores (9.93 ± 1.65) of the posttest of the knowledge questionnaire, used to evaluate abstract conceptualisation abilities. Additionally, a mean score of 10.42 (SD = 1.42) of the items on the rubric questionnaire, designed to assess active experimentation and reflective observation abilities, were correctly performed. It stands out that 97.1 % of the students positively valued the elements of teaching innovation implemented, while 82.9 % showed a high level of satisfaction with their activity. ConclusionA multimodal educational intervention using TikTok platform proved to be effective in improving the acquisition of theoretical-practical knowledge in the university students included in the study. Therefore, this type of experiential training is recommended for the training of future health professionals.

Differences in Scientific Argumentation Skills of Preservice Physics Teachers in Written and Oral Contexts: A Case Study of Video-Based Microteaching Learning

This study aims to analyze the profile of scientific argumentation skills of preservice physics teachers in the context of written case studies and oral presentations through video-based microteaching learning. Data was collected from 15 preservice physics teachers participating in a microteaching course. Qualitative analysis of argumentation components (claim, reason, evidence, rebuttal, conclusion) revealed significant differences in argumentation skills between the two contexts. In written case studies, students demonstrated a relatively good ability to present evidence. However, they needed to improve in formulating claims and reasons. Meanwhile, in oral presentations, there was a significant increase in all components of argumentation, particularly claims, reasons, rebuttals, and conclusions. These findings have important implications for developing more effective microteaching learning to improve the scientific argumentation skills of preservice physics teachers.

Assessing human carcinogenicity risk of agrochemicals without the rodent cancer bioassay.

The rodent cancer bioassays are conducted for agrochemical safety assessment yet they often do not inform regulatory decision-making. As part of a collaborative effort, the Rethinking Carcinogenicity Assessment for Agrochemicals Project (ReCAAP) developed a reporting framework to guide a weight of evidence (WOE)-based carcinogenicity assessment that demonstrates how to fulfill the regulatory requirements for chronic risk estimation without the need to conduct lifetime rodent bioassays. The framework is the result of a multi-stakeholder collaboration that worked through an iterative process of writing case studies (in the form of waivers), technical peer reviews of waivers, and an incorporation of key learnings back into the framework to be tested in subsequent case study development. The example waivers used to develop the framework were written retrospectively for registered agrochemical active substances for which the necessary data and information could be obtained through risk assessment documents or data evaluation records from the US EPA. This exercise was critical to the development of a framework, but it lacked authenticity in that the stakeholders reviewing the waiver already knew the outcome of the rodent cancer bioassay(s). Syngenta expanded the evaluation of the ReCAAP reporting framework by writing waivers for three prospective case studies for new active substances where the data packages had not yet been submitted for registration. The prospective waivers followed the established framework considering ADME, potential exposure, subchronic toxicity, genotoxicity, immunosuppression, hormone perturbation, mode of action (MOA), and all relevant information available for read-across using a WOE assessment. The point of departure was estimated from the available data, excluding the cancer bioassay results, with a proposed use for the chronic dietary risk assessment. The read-across assessments compared data from reliable registered chemical analogues to strengthen the prediction of chronic toxicity and/or tumorigenic potential. The prospective case studies represent a range of scenarios, from a new molecule in a well-established chemical class with a known MOA to a molecule with a new pesticidal MOA (pMOA) and limited read-across to related molecules. This effort represents an important step in establishing criteria for a WOE-based carcinogenicity assessment without the rodent cancer bioassay(s) while ensuring a health protective chronic dietary risk assessment.

What’s going on in the clinical examination room?-An exploratory and comparative study of two types of clinical exams and their meaning for nursing students in the final year of the nursing education

This study is an education experiment based on a comparative approach, where two clinical exams – a bedside exam and a written case study exam – are investigated simultaneously. The article explores what’s going on in the two exams and how nursing students assess and experience them. Based on these findings, we discuss the types of logics, knowledge, and competencies the two exams enhance and limit, respectively. Data consists of a questionnaire survey with 104 students (56/48), observations of twelve exams (6/6), followed by two focus group interviews with nurse students. The analysis shows that the bedside exam enhances ‘knowing-in-action’, ‘reflection-in-action’, ‘shows how’ and ‘does’ by its focus on nursing actions. It is unpredictable and promotes ‘logics of relational care, care production and care education'. The written case study exam enhances ‘reflection-on-action’, ‘knows’ and ‘knows-how’ by its focus on theoretically based reflections on nursing practice. It is predictable and enhances ‘logic of care education’.

The Role of the Periodic Table of the Elements of Green and Sustainable Chemistry in a High School Educational Context

The Periodic Table of the Elements of Green and Sustainable Chemistry (PT-GSC) represents a potentially meaningful tool for teaching and learning Green Chemistry. However, there is a lack of studies exploring the application of the PT-GSC in educational contexts. To contribute to filling this gap, a qualitative and participant approach was developed to examine the effects of using the PT-GSC in a high school setting, with a focus on analyzing the associated challenges and opportunities. Over a five-week period, 23 high school students enrolled in a chemistry course at a public school in Brazil worked in small groups to develop solutions for a case study addressing socio-scientific issues related to water scarcity in the local region using elements from the PT-GSC. Results from both the pre- and post-questionnaires, along with the written case study resolutions, provide evidence of the students’ knowledge gains, particularly in critical scientific literacy for Green and Sustainable Chemistry Education. The findings showed that the PT-GSC is an interdisciplinary tool for introducing students to Green Chemistry concepts within the broader societal and scientific ecosystem. The implementation of novel case studies incorporating elements from the PT-GSC is a way to support our ongoing work with students and the public, contributing to a sustainable future.

Exploring Writing Difficulties in the Composing Process: A Case Study of ESL Writing

Exploring Writing Difficulties in the Composing Process: A Case Study of ESL Writing

Teacher-Student Collaborative Assessment and Content-Based Instruction: A Case Study of English Writing at a Chinese University

This study delves into the impact of corrective feedback within a Teacher-Student Collaborative Assessment (TSCA) and Content-Based Instruction (CBI) framework on EFL (English as Foreign Language) students' English writing and grammar learning. A ten-week experiment with one hundred participants explores this question. Divided into three groups, one receives direct corrective feedback, another navigates indirect feedback, and a control group receives none. Evaluating writing performances across these groups, the study aims to assess the combined efficacy of TSCA and CBI in promoting English grammar learning.&#x0D; Preliminary findings suggest that corrective feedback within the TSCA and CBI framework significantly enhances grammar accuracy. This study proposes an innovative methodology, highlighting comprehensive corrective feedback as a transformative catalyst for grammar development. It introduces a unique module for EFL students, fostering proficiency in English grammar and potentially transcending limitations associated with TSCA alone. This approach paves the way for a fresh paradigm within EFL grammar learning.

Recruiting the Case Writers

Case writing is a different art, the art of sharing the real-life situations through written cases. Readers of the case will be able to learn about the issue(s) and people contained in the case without having to be in the organization and interacting with the relevant people. Problem-solving or decision-making case study requires the reader to understand the scenario and respond to the guided questions. In this case study, Yasin Yahya, approached his peers and former students to write case studies independently or jointly. He adopted a few methods to encourage his targets to understand the basic characteristics of problem-solving case studies and start writing. He would be serving as a resource person, coach, and editor for each case. His efforts for a few months do not show positive outcomes. Being a new learning tool, even experience instructors need time to try. Readers are asked to evaluate which among the four methods Yasin used might be able to help his peers produce case studies for teaching purposes.

The Reform and Practice of the Integrated Teaching of Academic English Reading and Writing under the Concept of OBE in Medical Universities —A Case Study of Abstract Writing

The Reform and Practice of the Integrated Teaching of Academic English Reading and Writing under the Concept of OBE in Medical Universities —A Case Study of Abstract Writing

Applying Large Language Models in Teaching Business English Writing: A Case Study of Business Proposal Writing

With the maturing of artificial intelligence technology, the human-machine collaborative teaching model is gradually attracting attention. Exploration of the path and effectiveness of integrating Large Language Models (LLMs) into business writing teaching is urgently needed. This study takes the use of ERNIE Bot in teaching business proposal writing as an example, collecting and analyzing qualitative and quantitative data, and discussing the methods, effects and challenges of applying LLMs in teaching business English writing in universities in China. The results show that students using ERNIE Bot as an auxiliary tool demonstrate higher participation and enthusiasm in the proposal writing process, and their writing texts have significantly improved in terms of structural clarity and language accuracy. However, it has also been found that ERNIE Bot tends to recommend conventional expressions and structures, which to a certain extent limit students’ personalized expressions. Therefore, the leading role of the instructor should not be neglected.

Disseminating Evidence-Based Preventive Interventions to Promote Wellness and Mental Health in Children and Youth: Opportunities, Gaps, and Challenges

Post pandemic increases in mental illness and waitlists for mental health services highlight the urgent need to prevent and mitigate mental health problems in children and youth living in Canada. We describe current dissemination and implementation strategies of evidence-based preventive interventions (EBPIs) for children and youth in Canada that are designed to improve health and well-being. Based on written case studies from 18 Canadian researchers and stakeholders, we examined their approaches to development, dissemination, and implementation of EBPIs. We also summarized the opportunities and challenges faced by these researchers, particularly in sustaining the dissemination and implementing of their evidence-based programs over time. Typically, researchers take responsibility for program dissemination, and they have created a variety of approaches to overcoming costs and challenges. However, despite the availability of many strong, developmentally appropriate EBPIs to support child and youth mental health and well-being, systemic gaps between their development and implementation impede equitable access to and sustainability of these resources.

New Trends in the Historiography of Pakistan: A Case Study of Writings by Prof. Muhammad Iqbal Chawla

One of the recent developments in South Asian historiography is the adoption of new approaches for each of its sub-disciplines. Historiographical scholarship has also discovered new avenues including exploration of the ignored and marginalized aspects of history. Muhammad Iqbal Chawla is one of such academicians who has left a strong mark on the field of historiography by making multifaceted and original contributions. These can be ascertained by a comprehensive assessment of his entire intellectual cum scholarly sojourn. Dr Chawla has attempted to create to put a new face in the varied field of historiography in Pakistan and he has largely succeeded in his endeavour. The main aim of this research paper is to assess his contribution. This objective can best be achieved by a thorough perusal of his contributions to historiography from multiple perspectives as the author has tried to do so in this article.

Peer-delivered Problem-solving Therapy for Adolescent Mental Health in Kenya: Adaptation for Context and Training of Peer-counselors.

Peer-delivered interventions for adolescent mental health can help address poor access to mental health interventions. Questions remain about how interventions can be adapted for peer delivery and whether peers can be trained. In this study, we adapted problem solving therapy (PST) for peer-delivery with adolescents in Kenya and explored whether peer counselors can be trained in PST. We adapted treatment prior to and during training using the Cultural Adaptation and Contextualization for Implementation framework. Nine peer counselors (Ages 20-24) were selected and trained over 10 days. Peer competencies and knowledge were measured pre-post using a written exam, a written case study, and role plays rated using a standardized competency measure. We chose a version of PST used in India with secondary school adolescents originally delivered by teachers. All materials were translated into Kiswahili. Language and format were adapted to Kenyan adolescents as well as for delivery by peers with a focus on understandability and relevance (e.g., noting shared experience). Metaphors, examples, and visual materials were adapted for the context to reflect the culture and vernacular of Kenyan youth. Peer counselors were able to be trained in PST. Pre-post competencies and understanding of content showed improvements with peers minimally meeting patient needs (pre) on average to moderate/fully meeting patient needs (post). Post-training written exam score showed an average 90% correct. There is an adapted version of PST for Kenyan adolescents and peer delivery. Peer counselors can be trained to deliver a 5-session PST in a community context.

Using simulation to prepare social work students for field education

ABSTRACT This research explores the use of simulation technology in supporting and preparing social work students (n = 336) for core professional skills needed for practice. This study utilized a randomized experimental design using a 3 × 3 between-subjects design to assess the impact of the type of simulation (e.g. traditional written case studies, video-based simulations, and live actor simulations) and type of scenario (e.g. family/domestic violence, suicide/mental health and hospital/medical) on social work student’s ability to undertake a psychosocial assessment. Results showed that students developed more comprehensive psychosocial assessments when presented with video simulations compared to traditional methods, using actors or written case studies. This research builds evidence for social work to embrace the use of simulation to develop these skills for students in a practice setting that removes not only the fear of doing harm but also the real possibility of harm in complex scenarios. Social work field education is under increasing pressure to meet professional standards, especially with the impact of the COVID pandemic. Thus, the profession must consider alternatives for training students including utilizing technology. While many other professional disciplines incorporated the use of simulation in training, social work has been slow to embrace this trend while favoring traditional teaching methods.

Eisenhower &amp; Cambodia: Diplomacy, Covert Action and the Origins of the Second Indochina War by William J. Rust

<i>Eisenhower &amp; Cambodia: Diplomacy, Covert Action and the Origins of the Second Indochina War</i> by William J. Rust

Metapragmatic Expressions as Relation-oriented Strategies in Peer Feedback: A Case Study of Business English Writing

This paper explores the interpersonal functions of metapragmatic expressions (MPEs) in peer feedback, where students were assigned a business English writing task, and examines the metapragmatic awareness revealed in this context from the metapragmatics perspective. It is shown in the data that the use of MPEs in peer feedback not only helps students to deliver information by creating common ground but also reflects their concern for their interpersonal relations. Data analysis indicates that students in peer feedback use MPEs as relation-oriented strategies such as hedging, complementing, repairing, inducing, and transferring strategies to manage and regulate their relations so that effective feedback can be achieved, which reflects their consideration of relational factors, including face work and emotion management on both sides of feedback. The present study deepens our understanding of the mechanisms of MPEs in peer feedback and advances our knowledge of metapragmatic awareness in classroom discourse, providing some implications for foreign language teaching.

Therapeutic Use of Metaphors in Medical English Scenario Writing: A Case Study of Nervous System Writing by Three Medical Majors in Xinxiang Medical University

For future doctors, it is quite common to use metaphors in therapy. In the therapy process, one goal for therapists is to develop metaphors that can present the client&amp;rsquo;s problem as a solution. The solution metaphors should be as close as possible to the client&amp;rsquo;s own language. Here, metaphors can be seen as a tool to provide explanations to and communicate with clients. Therefore, to cultivate students&amp;rsquo; use of metaphors in therapy, after watching and analyzing a video of the nervous system, students are required to write short essays according to the given scenario. Students are allowed to use metaphorical sentences in their essay. The analysis of these sentences shows that structural metaphors, orientational metaphors, and ontological metaphors were used in their writing. The scenario writing exercise not only improved students&amp;rsquo; metaphoric competence but also provided them with a new approach for their future career.

Transitioning a Leadership Case Study to an Interactive Student Experience

Leadership is an essential nursing competency. Specific leadership competencies of assignment, delegation, and supervision are imperative. While written case studies are commonly used, use of video case studies may increase student engagement. An alternative teaching strategy using synthetic learning technologies can be used to meet the same objectives while increasing student interest. There were 99 participants in the intervention group and 94 participants in the control group between 2 campuses. A traditional case study was transformed into a video case study with the help of the university technology team using standardized patients, video recordings, and a storyboard in the Learning Management System. There were statistically significant differences on 4 exam items about assignment, delegation, and supervision. Students can effectively learn about assignment, delegation, and supervision through synthetic learning technologies. There is potential to develop additional activities using this technology in nursing education.