Effectiveness Of Case-based Learning Research Articles

Effectiveness of case-based learning in medical and pharmacy education: A meta-analysis

Case-based learning has drawn a lot of attention in medical education because it is a student-centered teaching model that exposes students to real-world situations that they must answer using their reasoning abilities and prior theoretical knowledge. The purpose of this meta-analysis is to see how successful case-based learning is in medical and pharmacy education. For that purpose, the PubMed and Medline databases were searched for related research through April 2023, and the qualifying papers were chosen using a thorough selection procedure based on PRISMA technique. 21 randomized controlled trials comparing case-based learning to other teaching methodologies used to educate medical and pharmacy students were found as a result of the current search. The highest percentage of selected studies has been conducted in USA (33%) followed by China (24%). The comprehensive analysis of each parameter from chosen studies revealed a high level of heterogeneity (I<sup>2</sup>=93%, p<0.00001). Between case-based learning and traditional learning, random effects models revealed a significant difference in academic performance. Case-based learning, when compared to other techniques, can increase medical and pharmacy undergraduate students’ academic performance as well as their capacity to analyze cases. It can be concluded that case-based learning is an active teaching method.

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.

Case-Based Learning on Concept Mastery and Students' Thinking Ability in the Field of Nutrition and Health

The nutrition and health lectures show that students can optimally develop higher-order thinking skills. The learning process with the strategies and methods used has yet to be able to maximize the student learning process to be able to develop high-level thinking skills. This study aimed to analyze the effectiveness of case-based learning on students' mastery of concepts and thinking skills in the field of nutrition and adolescent health. This type of research is quantitative. The research subjects were 6th-semester students who programmed the Nutrition and Health Course with 24 people. The research design is one short case study. Methods of data collection using observation and tests. The research instruments used were tests and questionnaires to determine student responses. The results showed that the mean score of students' mastery of concepts about nutrition and health was 86.13, which was classified as very good, while students' thinking skills were obtained at 86.08, which was classified as very good. The student response to the case-based learning was very good, scoring 87.33. The effectiveness of case-based learning is determined based on the effectiveness index obtained by 100%. It was concluded that concept mastery, thinking skills, and student responses were in the very good category, and the effectiveness of case-based learning in adolescent nutrition health studies was also very good.

Effectiveness of case-based learning among medical interns using microbiology laboratory report as a tool

Background: Due to lack of consensus of teaching learning methods during undergraduate period, intern doctors face many challenges in clinical settings. Knowledge gaps related to clinical application of laboratory medicine leads to poor case management. Active learner centered training with real clinical cases is a need to help the interns to link their basic science knowledge into a practical context. Aims and Objectives: The present study was done to evaluate the effect of case based learning (CBL) on the interns’ knowledge and clinical decision-making skill of interpretation of laboratory investigation reports and to assess perception of participants about CBL. Materials and Methods: CBL method was used to train the interns in clinical application microbiology reports. This is a pre- and post-test type study, carried out for 2 months with 43 Medical interns, willing to participate. The process included evaluation of CBL by pre-validated questionnaires by multiple choice questions, clinical case scenarios before, immediately after and 10 days after the intervention and perception toward CBL was assessed. Statistical analysis was done using Student’s t-test and SPSS 17 software. The value of P < 0.05 was considered as significant. Results: A significant improvement in the interns’ knowledge and problem solving following CBL sessions had been observed in present study. The post-test scores of all the CBL sessions were significantly higher than pre-test scores (P < 0.05). The perception of interns toward CBL was assessed and it was responded positively. It helped in strengthening the critical skills of interns such as problem solving, critical thinking, and teamwork. Conclusion: The present study proved that interns during internship require to be trained in laboratory medicine. CBL is an effective teaching method to train interns in enhancing their problem solving skill with correct use of laboratory test results and strengthening critical thinking, teamwork, and time management skills.

Can Simulation be a Learning and Assessment Tool for Collaborative Learning in the Preclinical Years?

Collaborative learning cases (CLC) is a new model of teaching and learning in healthcare education based on patient problems. Basic medical sciences and clinical sciences are integrated in case‐based scenarios simulating with real‐life situations1. The most common problem in the medical curriculum is that medical students have poor understanding of clinical conditions due to the inability to apply basic concepts to clinical practice. This is largely due to some curricula having a didactic teaching pedagogy with a teacher‐centric and discipline‐specific format along with content overload. The imperative was to develop teaching‐learning formats based on collaborative learning, breaking away from the traditional didactic large group lecture sessions. This would promote self‐directed, student‐centred learning, which would lead to deeper learning, the acquisition of meaningful content and consequently, ideal educational outcomes2. Furthermore, these learning methods would promote and develop domain‐independent skills such as collaboration, respect, leadership, communication and research skills, professionalism/ ethical behaviours, and lifelong learning skills.CLCs also serve as the capstone to align the lectures, tutorials, simulations, and practical sessions. Prior to a CLC session, students take the pre‐reading and pre‐quiz (Fig. 1), and the in‐class activities are facilitated by trained tutors (Fig. 2). During the CLC, a simulated patient (SP) and videos are shared in a sequential manner to facilitate discussion and strengthen student clinical reasoning skills. Evaluation of the CLCs are conducted through surveys involving students, tutors and SPs who observe the interaction between them and the students. These feedbacks are valuable and are frequently used as formative and summative assessment.Thus, CLCs can help students to better understand the relevance of basic medical sciences by integrating it with clinical sciences, encourage deeper learning, promote collaboration and lifelong learning. In this symposium, we will discuss the rationale and process of developing CLCs as well as the strengths and limitations. Further, we will explore these ideas in more details and engage in a collegial discussion that will broaden our perspective on collaborative learning.ReferencesThistlethwaite JE, Davies D, Ekeocha S, Kidd JM, MacDougall C, Matthews P, Clay D. The Effectiveness of Case‐Based Learning in Health Professional Education. A BEME Systematic Review: BEME Guide No. 23. Medical Teacher. 2012; 34(6),e421‐e444.Samarasekera DD, Nayak D, Yeo SP, Gwee, MCE. Teaching for effective learning in higher education: Focusing on learning and moving from a “based learning” mind‐set. Asian Journal of the Scholarship of Teaching and Learning. 2014;4(2): 113‐123.

Effectiveness of case-based learning in Chinese dental education: a systematic review and meta-analysis

ObjectiveThe application of case-based learning (CBL) pedagogy has been emerging as an improved and more practical learning method across the Chinese dental education system. This article provides a critical overview...

A Win-Win for all? A Qualitative students’ perspective about online Case-based Learning in clerkship Gynaecology and Obstetrics

Introduction: Clinical teaching is a complex entity that poses many challenges to medical educators. During the COVID-19 pandemic, medical education saw a major shift towards online pedagogical methods which led to a significant query regarding their effectiveness. In order to ensure effective clinical teaching, case-based learning was adopted as the major educational tool in most Institutes. However, not much data is available regarding the effectiveness and student perceptions about such online case-based learning.Objective: The objective of the study is to explore and analyze perceptions of medical students regarding the effectiveness of case-based learning and how does this perception compare with similar studies done for face-to-face case-based learning.Method: The qualitative explorative research design was used to explore the perceptions of 21 medical graduates who had attended online case-based learning sessions during 8 weeks of their clerkship in Gynecology and Obstetrics. The study was conducted at The University of Lahore from June 2020 to August 2020. Sampling was done through purposive, non-probability sampling. Participants underwent Semi-structured interviews, that were audio-taped and manually transcribed. Thematic analysis was done using the constant comparative method through open and axial coding.Results: Findings from the participants’ responses converged on three main themes, through which case-based learning helps students. Students reported that online case-based learning provided them with “Cognitive Avails”, helped them with providing“Efficient Patient Care” and created an enhanced “Sense of Commiseration”.Conclusion: This study provides evidence that the online case-based learning sessions were perceived to be equally effective as face-to-face case-based learning by students. In light of the study findings, it is concluded that well-constructed and interesting clinical cases can be efficiently delivered online and can result in achieving desired learning objectives by students.
 KEYWORDS: Online learning, case-based learning, Perception, Medical Students

The Effects of Case-Based Learning on Problem-Solving Ability, Self-Directed Learning Ability, and Academic Self-Efficacy

The Effects of Case-Based Learning on Problem-Solving Ability, Self-Directed Learning Ability, and Academic Self-Efficacy

The effectiveness of case-based learning in increasing critical thinking of nursing students: A literature review

The purpose of this study is to identify and analyze the effectiveness of applying case based learning in improving critical thinking skills in nursing students. Article searches use the PubMed, Ebsco, Science Direct, and Scopus databases. The research questions based on PICO. There were 454 articles found and only three articles that fit the inclusion criteria. This article is reviewed using the Critical Appraisal Skills Program and the Mixed Methods Appraisal Tool. Effective Public Health Practice Project was used to assess the quality of articles. There are three articles included in this study. From the results of the critical assessment of the articles included, the application of case-based learning can significantly improve the essential capabilities of thinking of nursing students. Application of case-based learning to nurse students is promising in improving students' critical thinking skills.

Effectiveness of case-based learning, task-based learning, and didactic lectures on teaching personal drug concept among medical undergraduates

Background: P (personal) drug selection is an important competency. The knowledge of how and why a drug is selected for a condition is a gap which can lead to incompetence. Aims and Objectives: This study was conducted to compare the effectiveness of teaching P-drug concept using case-based learning (CBL), task-based learning (TBL), and didactic lectures (DL) among 4th semester medical undergraduates. Materials and Methods: This was a quasi-experimental study conducted in the Department of Pharmacology, Government Medical College, Kottayam, for 2 months. After obtaining ethical clearance and informed consent, the participants (n = 145) were divided into three groups – TBL, CBL, and DL and each received 6 sessions on P-drug concept at the end of which a feedback was collected and an examination was conducted. The data were analyzed with SPSS 16 using ANOVA and Kruskal–Wallis test. Results: The participants of CBL compared to TBL and DL (P < 0.001) agreed that the sessions were interesting, beneficial, and would be a welcome change in curriculum and they would prepare a P list for future use. The TBL participants compared to CBL and DL agreed (P < 0.01) that these sessions imparted skills to select P-drug, gave an idea of the cost of different drugs and different sources of information, and promoted interaction with facilitators. The TBL and DL participants had a greater mean score in post-session assessment compared to those of CBL (P < 0.001). Conclusion: TBL and CBL are innovative methods, well accepted by the participants. A combination of DL, TBL, and CBL will reduce misconception and confusion, curbing future irrational prescriptions.

Case-based learning: A study to ascertain the effectiveness in enhancing the knowledge among interns of an Indian dental institute.

Objective:Time and again, it has been shown that active learning promotes critical thinking, and this environment has to be fostered in dental education too. Therefore, the present study was carried out with an aim to know the effectiveness of case-based learning (CBL) in enhancing the knowledge of dental interns of a dental institute in India.Materials and Methods:This pre-post single-blinded, experimental study was conducted in two sessions on a purposive sample of 45 dental interns who gave informed consent. The interns answered a pretest questionnaire comprising questions related to their knowledge of hyperplastic tissue in complete denture patients. The interns were randomly allocated into three subgroups for thorough discussion. Each group viewed all three parts of a case related to hyperplastic tissue and presented the case in the presence of a facilitator. The facilitator discussed the subject with the three subgroups. A post-test was conducted immediately, and the results were compared with the pretest. The facilitator explained about hyperplastic tissue with an audio-visual aid after the post-test was administered. The perception of interns toward CBL was assessed by a standard questionnaire.Results:On analysis, the comparison of the overall knowledge scores pre- and post-CBL showed a statistically significant increase from 9.8 ± 2.14 to 12.6 ± 1.37 (P < 0.001).Conclusion:CBL proved to be effective in enhancing the knowledge of dental interns.

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.

Effectiveness of &amp;#147;case-based learning&amp;#148; in physiology

Background: Physiology is the link between the basic sciences and medicine. Students learn human physiology by attending theory as well as practical classes. Some of the common clinical conditions such as anemia, jaundice can be discussed in the form of “case-based learning (scenarios),” which engages students in discussion. Aims and Objective: To know the effectiveness of case-based learning in physiology among first-year medical students and their perception toward case-based learning. Materials and Methods: Interventional study was conducted on 100 medical students, appearing for exam in the month of July and August 2015, dividing them into groups and subgroups. Pre- and Posttest were conducted for knowledge assessment and for perception questionnaire method was used, which was validated by pilot study. Results were analyzed using paired “t” test. Result: For some of the clinical conditions, students preferred case-based learning along with regular traditional teaching and there is a highly significant increase in scores of pre- and posttest. (p value < 0.001). Conclusion: With benefits of interactive teaching (case-based learning), this type of learning can be incorporated during teaching–learning methodologies.

Effects of Case-based Learning on the Problem Solving Ability, Intrinsic Motivation, and Course Satisfaction of Nursing Students.

Effects of Case-based Learning on the Problem Solving Ability, Intrinsic Motivation, and Course Satisfaction of Nursing Students.

The Effects of Note-Taking and Review on Sensemaking and Ethical Decision Making

The effectiveness of case-based learning in ethics education varies widely regarding how cases are presented. Case process instruction may impact case-based ethics education to promote sensemaking processes, ethical sensemaking strategy use, and ethical decision making (EDM) quality. This study examined two teaching techniques, notes and review, and participants completed note-taking and review activities examining a case-based scenario during an ethics education course. Results suggest that providing case notes in outline form improves sensemaking processes, strategy use, and EDM quality. In addition, combining processes of provided notes and passive review results in incremental, additive performance via certain ethical sensemaking strategies and EDM quality.

Application of case-based learning in clinical probation of anesthesiology

Objective To investigate the effects of case-based learning (CBL) applied in the clinical probation of anesthesiology.Methods Totally 313 undergraduates from the department of anesthesiology were randomly divided into 2 groups:CBL group (n =157) and LBL group (n =156).CBL methods were used to teach students in CBL group while traditional teaching methods were used to teach students in LBL group.After the causes being finished,a combination of theoretical examination and questionnaire were used to evaluate the teaching effectiveness between the two groups and a questionnaire was used to evaluate the recognition of teachers on CBL method.Data were managed by SPSS 17.0 software package.Quantitative data between groups were compared by t-test,enumeration data between groups were compared by chi-square test.Results Students in CBL group acquired higher score (86.7 ± 5.4) than those in LBL group (75.8 ± 4.5).82％ students in CBL group considered that their overall quality was improved while 42％ students in the LBL group thought so (P ＜ 0.05).75％ of faculties preferred the CBL methods.Conclusions Effect of CBL methods is better than traditional teaching methods and it's preferred by faculty and students. Key words: Anesthesiology ; Case-based learning; Clinical probation

The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23

Background: Case-based learning (CBL) is a long established pedagogical method, which is defined in a number of ways depending on the discipline and type of ‘case’ employed. In health professional education, learning activities are commonly based on patient cases. Basic, social and clinical sciences are studied in relation to the case, are integrated with clinical presentations and conditions (including health and ill-health) and student learning is, therefore, associated with real-life situations. Although many claims are made for CBL as an effective learning and teaching method, very little evidence is quoted or generated to support these claims. We frame this review from the perspective of CBL as a type of inquiry-based learning.Aim: To explore, analyse and synthesise the evidence relating to the effectiveness of CBL as a means of achieving defined learning outcomes in health professional prequalification training programmes.Method: Selection criteria: We focused the review on CBL for prequalification health professional programmes including medicine, dentistry, veterinary science, nursing and midwifery, social care and the allied health professions (physiotherapy, occupational therapy, etc.). Papers were required to have outcome data on effectiveness. Search strategies: The search covered the period from 1965 to week 4 September 2010 and the following databases: ASSIA, CINAHL, EMBASE, Education Research, Medline and Web of Knowledge (WoK). Two members of the topic review group (TRG) independently reviewed the 173 abstracts retrieved from Medline and compared findings. As there was good agreement on inclusion, one went onto review the WoK and ASSIA EndNote databases and the other the Embase, CINAHL and Education Research databases to decide on papers to submit for coding. Coding and data analysis: The TRG modified the standard best evidence medical education coding sheet to fit our research questions and assessed each paper for quality. After a preliminary reliability exercise, each full paper was read and graded by one reviewer with the papers scoring 3–5 (of 5) for strength of findings being read by a second reviewer. A summary of each completed coding form was entered into an Excel spread sheet. The type of data in the papers was not amenable to traditional meta-analysis because of the variability in interventions, information given, student numbers (and lack of) and timings. We, therefore, adopted a narrative synthesis method to compare, contrast, synthesise and interpret the data, working within a framework of inquiry-based learning.Results: The final number of coded papers for inclusion was 104. The TRG agreed that 23 papers would be classified as of higher quality and significance (22%). There was a wide diversity in the type, timing, number and length of exposure to cases and how cases were defined. Medicine was the most commonly included profession. Numbers of students taking part in CBL varied from below 50 to over 1000. The shortest interventions were two hours, and one case, whereas the longest was CBL through a whole year. Group sizes ranged from students working alone to over 30, with the majority between 2 and 15 students per group. The majority of studies involved single cohorts of students (61%), with 29% comparing multiple groups, 8% involving different year groups and 2% with historical controls. The outcomes evaluation was either carried out postintervention only (78 papers; 75%), preintervention and postintervention (23 papers; 22%) or during and postintervention (3 papers; <3%). Our analysis provided the basis for discussion of definitions of CBL, methods used and advocated, topics and learning outcomes and whether CBL is effective based on the evaluation data.Conclusion: Overwhelmingly, students enjoy CBL and think that it enhances their learning. The empirical data taken as a whole are inconclusive as to the effects on learning compared with other types of activity. Teachers enjoy CBL, partly because it engages, and is perceived to motivate, students. CBL seems to foster learning in small groups though whether this is the case delivery or the group learning effect is unclear.

Midwifery practice in the university context: Perspectives of postgraduate students on the effectiveness of case-based learning in preparation for the workplace

Many studies that have investigated the differences between teacher-centered and student-centered learning activities (E. O'Shea, 2003; B. Clarke & C. James, 1997; J. L. Kincheloe, 2004), approaches to learning (J. B. Biggs, 1988; F. Marton & R. Saljo, 1976), and student satisfaction (C. Rowan, C. McCourt, & S. Beake, 2007; C. McCourt & B. G. Thomas, 2001) have been completed. This study will review the perspectives of one cohort of students on case-based learning as an innovative approach to teaching midwifery. First, the rationale for the chosen learning strategy will be discussed. Then, this article will explain and report on the research study. The findings will be discussed exploring the student's perspectives of learning through case-based learning. Finally, recommendations for future practice will be made in light of the research findings.

Effects of Case-Based Learning on Preservice Secondary Teachers’ Multicultural Attitudes: A Mixed Methods Study

As our society changes, so must our teacher education practices. In the past decade, the SouthwesternU.S. has been transforming into a majority minority region (U.S. Census Bureau 2005), which must inturn reframe the underpinnings of teacher education in this area of our country. As teacher educators,we have known that many preservice teachers lagged in their preparedness to teach students who areculturally, ethnically, and linguistically different from themselves. Teacher education increasingly isbeing criticized as having inabilities to instruct teacher candidates in ways that produce greater K-12student learning; diversity awareness will be a cornerstone if we can change this infamous trend(AACTE 2003).