Use Of Case-based Learning Research Articles

Speech-Language Pathology Graduate Students’ Experiences with the Use of Case-Based Learning to Develop Skills for Evidence-Based Practice

Speech-Language Pathology Graduate Students’ Experiences with the Use of Case-Based Learning to Develop Skills for Evidence-Based Practice

The application of case-based learning with microlectures and flipped classroom teaching methods in the teaching of physiology to nursing undergraduates

ABSTRACT A blended teaching mode is necessary to improve the study efficiency of nursing students. This study aimed to explore the effects of the use of case-based learning (CBL), involving microlectures and flipped classroom teaching methods (flipped CBL mode), via online tools on the teaching of physiology to nursing undergraduates. A total of 207 nursing undergraduates were divided into a control group and a flipped CBL group. The control group received lecture-based learning, while the flipped CBL group received flipped CBL. The results showed that the final exam scores of the flipped CBL group were higher than those of the control group. The majority of nursing students believed that the flipped CBL model could provide guidance for future clinical practice, and could help in their study of physiology. Thus, the use of flipped CBL mode may improve the quality of teaching of physiology and enhance the comprehension and clinical thinking skills of nursing students.

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

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

Online case-based learning for medical students as a teaching method for biochemistry at King Abdulaziz University amid COVID-19 pandemic (a study conducted in 2021).

Online case-based learning (CBL) is a method used by King Abdulaziz University to teach medical students in their preclinical years. The use of CBL in basic sciences is important for enabling medical students to correlate basic sciences with future clinical practice. This study implemented online CBL for biochemistry teaching as part of the medical genetic module for 3rd-year preclinical students. Teaching during the study was completely online because of restricted precautions caused by the COVID-19 pandemic, except for practical sessions that were held on campus. The case was presented to the students involved in prenatal screening and diagnosis. Students were guided to learn and discuss the biochemical tests used for prenatal screening and diagnosis and their clinical importance. They were divided into two groups: the control group was given an online lecture and the intervention group was given an online CBL session before the lecture. The online lecture was given to both groups simultaneously by the same instructor, and then 10 MCQs tests were distributed to both groups after the lecture, and their test scores were compared. A 10-question survey was administered to the intervention group to assess their perception of the online CBL session after the test. A significant difference was found between the intervention and control groups regarding test scores (p < 0.001), and most students found the online CBL session enjoyable and motivating.

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.

Encouraging Study in Health Sciences: Informing School Students Through Interprofessional Healthcare Simulations.

Although commonly considered postgraduate-level study, universities are increasingly providing options for direct undergraduate entry into health professional programs. This presents a need to inform high school students about the wide variety of careers available in the medical and allied health professions. To accomplish this, the developed "Health Simulation Experience" uses a case-based learning approach to introduce high school students to careers in health through the management and care of simulated patients. Participants worked through 3 simulated scenarios during the 1-day event and reported their perceptions on written feedback forms at the conclusion. A qualitative research approach was used to identify whether the simulation-based structure was an appropriate approach to assist with enhancing their understanding of career options within the primary and allied healthcare systems. Of the 528 student attendees who engaged with the program between 2018-2022, 333 provided ratings of their experience (94% overall satisfaction) and written feedback. From qualitative analysis of written comments, the following 3 key themes emerged: the approach provided insights into health professions careers; they enjoyed the authentic and immersive approach to learning; and the event developed an understanding of commonly performed clinical skills. Overall, the use of case-based learning with interprofessional hands-on experiences is an effective approach to introduce students to future study options and career pathways in primary and allied health.

Teaching publication ethics to clinical psychology doctoral students: case-based learning and semi-structured interview strategies

ABSTRACT Doctoral students in clinical, counseling, and school psychology programs often collaborate with faculty on research projects in their training as scientist-practitioners. Yet, the determination of publications' credit and order of authorship on resulting manuscripts continues to be a major concern and challenging process for professional psychologists and student collaborators. This article describes the use of case-based learning and semi-structured interview approaches to instruct first-year clinical psychology doctoral students in publication ethics during a research seminar. The instructor models ethical decision-making with 1) a discussion of four cases from his own professional experiences and 2) a description of the Authorship Eligibility Assessment form, which he developed for use with junior researchers. The authors advocate for more educational strategies to supplement the APA standards in teaching the ethics of the publication process. Implications in terms of graduate student development and research collaborations in the field of professional psychology were discussed.

Undergraduate Ethics Education in Paramedicine in Australia.

In Australia, paramedics are obliged to practice ethically. Graduates of baccalaureate degrees in paramedicine should therefore possess a common grounding in ethics to meet the professional capabilities expected of registered paramedics. However, there is a lack of clarity regarding ethics education for paramedicine students, including what is taught, how it is taught, and how it is assessed. This paper explores ethics education for paramedicine students in Australia, how it aligns with current professional expectations, and how it may be enhanced. Point-in-time data regarding ethics education was collected from websites of fifteen Australian universities offering undergraduate baccalaureate degrees in paramedicine. Data collection was supported by consultation with academics from several institutions. Content analysis was utilised to categorise and analyse data to explore similarities and differences in curricula. Similarities included approaches to learning and teaching and the use of case-based learning, with variability found across teaching staff profiles and content areas. Findings suggest it is time for collaboration to develop a model ethics curriculum for paramedicine students in Australia.

The Learning Skills of English as a Foreign Language (EFL) Student-Teachers in Project-based Learning and Case-based Learning

As a new curriculum, Merdeka Belajar is expected to provide a learning experience enabling the students to articulate the knowledge and information they obtain to solve real-world problems. It is believed that CBL and PjBL are able to make it happen. Therefore, this study aimed to investigate what learning skills functioned regarding the implementation of case-based learning (CBL) and project-based learning (PjBL); and probe if the two learning models have a statistically significant difference in the learning skills of the student-teachers. A one-group post-test design and non-randomized sampling were used to select the participants. Two sets of questionnaires were administered to 20 EFL student-teachers as participants to obtain their perceptions about the implementation of CBL and PjBL. The findings revealed learning skills that functioned in the use of CBL included cognitive, critical thinking, and communication skills, whereas, in PjBL, they were critical thinking, learning engagement, and cognitive. However, the result of paired sample t-test showed that there was no significant difference statistically between the use of CBL and PjBL on the learning skills of the student-teachers. It is suggested that future researchers investigate the difference between the two learning models in different settings with different designs and large participants.

Case-based learning for teaching pharmacology to pharmacy students

Objective: To evaluate the use of Case-Based Learning as a pharmacology learning method for pharmacy students at a Brazilian public university. Methods: A qualitative/quantitative study with pharmacy students enrolled in a pharmacology course using Case-Based Learning. A clinical case and a focus group were used to analyze the cognitive outcomes, as well as a questionnaire based on the Likert scale to evaluate students’ perception of the methodology. Results. From the 45 pharmacy undergraduate students invited, 33 agreed to participate in the study. Most of participants presented good academic performance related to knowledge acquisition, application and conviction during the application of a clinical case, with or without the bibliography support. They also reported a positive overall impression of Case-Based Learning and reported that this learning method should be applied as a teaching methodology in other subjects. Conclusion: Case-based Learning showed a positive effect on the cognitive level and students’ acceptability evaluated.

Reflections on COVID: Comparison of Teaching Methods and Outcomes for Virtual vs In‐Person Preclinical Integrated Medical School Pharmacology Education

IntroductionIntegrating critical pharmacology teaching across the preclinical years effectively using active learning methods is challenging for medical schools in optimal conditions. Due to COVID 19, the University of Central Florida College of Medicine (UCF COM) was forced to transition to virtual learning modalities for 2020‐2021, which necessitated developing innovative but engaging virtual methods to implement pharmacology education. In transitioning to virtual modalities, the literature was reviewed for best practices in on‐line and blended learning. However, significant gaps existed in terms of the most effective ways to implement engaging and active virtual learning for medical school pharmacology. To evaluate our virtual curriculum, pharmacology performance was compared between a virtual cohort and one that experienced a hybrid curriculum with substantial in‐person learning. The goal of this poster is to share methods incorporated into the virtual learning curriculum, and to present evidence of their effectiveness in comparison with our prior hybrid learning pedagogy.MethodsFor curricular analysis, virtual pharmacology sessions were reviewed for method of teaching, presence of interactive active learning tools within sessions, use of case‐based learning (CBL) or Team‐based learning (TBL) processes, gamification, opportunity for feedback/reflection, and incorporation of a virtual flipped “classroom” design. Outcomes were compared by mean performance on pharmacology tagged items for virtual vs the in‐person‐hybrid cohorts and end of module teaching methods evaluationsResultsExam data are represented as mean + SD % correct for zoom (Z) vs in‐person‐hybrid (IP) on pharmacology tagged summative MCQ items on a cardiopulmonary (N=29 items, Z:84+10 vs 83+13, NS) and an endocrine‐reproductive module exam (N=32 items, Z:86+11 vs IP: 87+9, NS). No differences in effective teaching methods evaluation were evident for Z vs IP (range mean Likert was 4.4 to 4.7 [where 5 =strongly agree] for both). A method review across different modules during the virtual curriculum revealed integration of pharmacology into between 4% to 40% of systems modules CBL using zoom small group breakout rooms or a modified TBL with group interaction by chat. Greater than 95% of zoom pharmacology sessions used polling and chat boxes to promote interaction; between 7‐20% of sessions, depending upon the module, used virtual flipped class or gamification. Most virtual sessions provided formative assessment with feedback, and peer/faculty feedback by discussion board.ConclusionThe data show no significant differences in pharmacology performance or teaching method evaluation between the virtual cohort and the in‐person‐hybrid cohort. Performance in pharmacology was strong using either virtual or in‐person approaches, supporting that virtual teaching was effectively designed and implemented. Interactive active learning and CBL were successfully incorporated into virtual pharmacology curricula. This study focused on limited outcomes so more studies are necessary to measure impacts of virtual curricula on development of essential skills, such as team‐based problem solving and collaboration learning.

An Experiential Learning Activity Using an Online Judgment-Based Pediatric Functional Measure During Hybrid Instruction With Doctor of Physical Therapy Students

Background and Purpose. Mandated remote instruction provided an opportunity to introduce Doctor of Physical Therapy (DPT) students to online judgment-based measures used in clinical practice. In this method/model presentation, we report the operational feasibility, educational outcomes, and student satisfaction of a new learning activity providing entry-level DPT students with the experience to administer, score, and interpret the results of a pediatric, online, judgment-based functional assessment. Method/Model Description and Evaluation. Following introduction and demonstration, student pairs completed the web-based Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT) using written case information detailing a child's typical functional mobility performance. Students then completed a course assignment to interpret test results, identify a complementary performance-based test, and develop intervention goals. Operational feasibility (time, technical, and economic needs), educational outcomes (PEDI-CAT scoring accuracy, assignment results), and student survey feedback were retrospectively evaluated. Outcomes. Within a 3-semester hour course, 2 hours (13%) were devoted to this activity, which was completed using a free test application and the university-supported learning management system. Student-generated PEDI-CAT normative scores were 100% consistent with instructor scores, and 43 of 46 student pairs (94%) generated scaled scores within the 95% confidence interval for the instructor's PEDI-CAT-generated score. Assignment results (mean grade = 45.7/50) indicated comprehension of material evidenced by test result interpretation and development of a physical therapist (PT) Evaluation and intervention goals. Student feedback was positive for the use of case-based learning and web-based test administration experience as a learning activity. Discussion and Conclusion. Use of a written case and an online judgment-based assessment proved feasible and successful for exposing entry-level DPT students to test administration, item content, normative and standard scoring differences, and developing a PT Evaluation statement and intervention goals setting. During mandated hybrid instruction, this learning activity addressed the curriculum objectives related to PT examination in preparation for clinical practice.

Examining the Inclusion of Race and Ethnicity in Patient Cases

Health disparities continue to exist in the United States, with the most significant differences in care occurring between racial groups. Racial health disparities are largely a result of the strong association between race and structural inequities, (differentials in the distribution of power, resources, opportunities). The use of case-based learning is common practice in pharmacy education, and the race of the patient who is the subject of the case is often included out of convention. In some cases, race is included to inform treatment based on guidelines developed from epidemiological and clinical studies that link race to disease by conferring biological significance to race categories. This continuing use of race and ethnicity to guide treatment contributes to racial health disparities and may further perpetuate existing provider implicit bias. This paper discusses the pedagogical approach of using patient cases and the convention, propriety, and implications of including race in patient cases, and guides pharmacy educators in how to use information on race.

University of Utah School of Medicine.

University of Utah School of Medicine.

Development and Validation of the Theory of Planned Behaviour Questionnaire on Student Paramedics’ Belief of Case-Based Learning

Background The use of case-based learning (CBL) in the paramedic curriculum has been reported to be a valuable learning tool. Despite this, the use of CBL in distance or online education is not well researched, in particular, identifying the motivation for students to use CBL using a theoretical approach to eliciting and reviewing student paramedics’ beliefs. Aims This study aimed to explore the wide range of students’ beliefs when it comes to CBL (elicitation of beliefs) and to develop a tool for assessing beliefs in the setting of the theory of planned behaviour (TPB) (development of an assessment instrument). Methods A sequential exploratory study design was used to explore the methodological challenges associated with eliciting beliefs and forming reliable belief scales. The standard components of developing a questionnaire in the context of the theory of planned behaviour were undertaken. Finally, a cross-sectional non-experimental survey design was used to determine the capability of the TPB to predict students’ perceptions to CBL in their third year of study. Results In order to learn about the factorial structure of the TPB questionnaire on CBL, a 40–50% response rate was required; this study had 12 of 25 students (48%) respond. Using CBL as a focus in paramedic education is subjectively comparable with previous studies in nursing, medicine and allied health professions. It was viewed positively as a linking exercise for consolidation of previously covered work in a paramedic bachelor degree but its true worth not only as a learning tool but for students studying via distance education requires further study and refinement as a model on its own. Conclusion This study was devoted to eliciting students’ beliefs about CBL in their education and developing an instrument to assess students’ beliefs in the context of the TPB. A pilot study utilising the constructs of the TPB is required to be undertaken in predicting students’ behaviour towards CBL within their degree.

Evaluation of medical students to interest in the health research in Kazakhstan at 2018

Abstract Background Since medical education is significantly different from other conditions of higher education, it is necessary to analyze the influence of the health research component on the quality of training a future health specialist. Methods A quantitative analysis based on the survey. 2 types of original questionnaires were based on the AGREE method: a) to analyze the involvement of medical students, and b) to analyze the teachers of medical universities to integrate health research into the educational process. The survey involved 1,439 medical students. Results 85±1.02% of medical students agree that the triangle of science, education and practice is the main principle of doctors. 63±2.76% of students indicate a discussion with the teacher about the latest advances in medical science. 77±3.24% of surveyed students believe that health research is conducted at a good level. 78±5.8% of students confirm a good health research infrastructure at the University. The continuity of the scientific school and the discussion of the health research results was confirmed by 74±1.24% of students. Evaluation of the participation of teachers in the study showed that 32±3.41% of respondents do health research at the time of the survey. 63±7.1% of teachers agree that the “science-education-practice” triangle is the main principle of doctors. 70±5.17% of teachers indicated the use of Case-based learning, Project-based learning and Research-based learning in their teaching practice. Conclusions The analysis showed a lack of involvement of medical students in health research and a lack of commitment of educational organizations to the principle of the triunity of science, education and practice. Key messages Medical students who are engaged in research have professional competencies related to the practical use of their knowledge and skills than their peers who are not involved in research. Involving medical students in research provides benefits for Universities, medical students and stakeholders.

Pedagogy in undergraduate anatomy course: An argument for case‐based learning

A typical anatomy course consists of a didactic lecture, involving rote‐memorization, and is coupled with a laboratory component that provides students with opportunities to experience and confirm what they learned (Bandyopadhyay &amp; Biswas, 2017). Additionally, this pedagogical approach typically utilizes textbooks, two‐dimensional anatomical models, and the student's course success often relies on an ability to memorize facts, rather than synthesize material. When transitioning to medical schools, students will be faced with applying their anatomical knowledge to clinical scenarios, which requires critical thinking and advanced questioning skills that go beyond the rote‐memorization experience they had as an undergraduate (Silen, Wirell, Kvist, Nylander, &amp; Smedby, 2009). One potentially effective way to improve the transition from undergraduate education transition into medical schools, and to support students in making connections between structure, function, and clinical reasoning is by incorporating case‐based learning(CBL) in undergraduate level A&amp;P courses. CBL is a form of inquiry‐based learning used in various health‐care related fields such as medicine and dentistry, and it involves teaching and applying theoretical knowledge to real‐world clinical cases. Because it allows the student to apply knowledge, it could provide the training and knowledge necessary for medical students to transition between lecture and clinical practices. For example, Jamkar, Burdick, Morahan, Yemul, Sarmukadum and Singh (2007), focused on implementing CBL to train undergraduate medical students in surgery. Students were given patient histories and formulated ideas to treat and diagnose the patient. Each student used knowledge they learned from textbooks and in‐class lectures, and students developed a concept map illustrating how they determined patient diseases and diagnoses. Results indicated students improved clinical‐reasoning skills, exhibited increased confidence in treating patients, and were more motivated to learn. Furthermore, the use of CBL in medical schools is shown to improve students content knowledge, teamwork, analytical reasoning, patient interactions, and foster the ability to adapt to a patient's needs. To address A&amp;P preparedness and to ensure that students are successful in their transition to medical school, it is essential that we as professional instructors improve how undergraduate students are learning in undergraduate A&amp;P. In my poster presentation, I will describe the research needed to advance our understanding of CBL and its implications for the design of effective A&amp;P learning environments.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Commentary: The Use of Case-based Learning and Concept Mapping to Teach Students Clinical Reasoning

Introduction: Teaching students as inexperienced clinicians the process of evaluating athletic injuries and medical conditions is often challenging. Utilizing case-based learning and concept mapping as educational tools can facilitate growth in the clinical and diagnostic decision making process. Discussion: Experienced clinicians regularly employ case pattern recognition and hypothetico-deductive reasoning in clinical settings. Each type of reasoning is prone to anchoring and confirmation bias, devaluing relevant information, and framing effect if not utilized correctly. Classroom instructors and preceptors can use case-based learning and concept mapping to help students as inexperienced clinicians organize their thinking and more effectively apply their knowledge. Implications: The use of case-based learning and concept mapping to teach the process of evaluating athletic injuries and medical conditions can help students as inexperienced clinicians: improve clinical reasoning skills; decrease bias; develop more efficient and effective clinical reasoning; become more confident in what steps come next; value clinical data equally and impartially; and more effectively use hypothetico-deductive reasoning.

Implementing case-based learning in medical colleges in India

In the current era, it is a great challenge for the teachers to identify effective ways to aid undergraduate medical students to accomplish the learning outcomes successfully. In order to achieve this as well as assist an Indian Medical Graduate to acquire five basic roles, the use of case-based learning (CBL) is an effective approach, as it not only imparts subject content but also engages the students in real-life case scenarios. Further, CBL should be considered as a supplementary tool in our conventional teaching; otherwise, it will not deliver the desired outcomes. To conclude, CBL is an effective method of teaching–learning and the prospects of incorporating the same within the curriculum to make the learning more simplified and authentic should be explored by medical colleges in India.

A new way of teaching an old subject: Pharmacy Law and Ethics.

BackgroundPharmacy educators are responsible for ensuring that students are equipped with the necessary regulatory knowledge required to deal with ethical challenges that arise in practice. Teaching methods have a strong impact on student learning, making it essential to determine how learning is influenced when changing pedagogy.ObjectiveTo describe students’ experience and perceptions of the use of a case-based learning (CBL) activity as an adjunctive method to didactic teaching of pharmacy law and ethics.MethodA survey was conducted among 3rd-year pharmacy students enrolled for a Pharmacy Law and Ethics course at the University of KwaZulu-Natal, Durban, South Africa. The course content was delivered didactically, followed by a CBL activity for which the students were divided into groups and assigned various real-life case studies.ResultsMost of the 74 respondents (66%) agreed that the activity was enjoyable and metacognitively useful. A majority (77%) found the activity interactive, and 92% agreed that it enhanced their understanding of pharmacy law concepts. Eighty percent agreed that it facilitated their understanding of law and ethics concepts, and their application to real-life situations.ConclusionThe use of CBL was beneficial to both the individual student’s learning experience and the overall class learning process. More importantly, the exercise improved their metacognitive awareness, and suggests the need to consider this method of teaching as part of the formal curriculum to better equip students to deal with ethical issues that will arise in practice.