A randomized controlled trial of two different types of web-based instructional methods: One with case-based scenarios and one without

Abstract

Background: Computer-based learning (CBL) is an effective form of medical education. Educators have developed recommendations for instructional design but there is only minimal research that evaluates these recommendations. Aim: To evaluate the effect of case-based questions contained in computer modules on learning efficacy. Methods: The authors conducted a randomized controlled trial in 124 medical students of two CBL PowerPoint modules-based on Medicare. The modules were identical except one contained 11 case-based scenarios followed by multiple choice questions. The primary outcome measurement was a previously validated, 11-item knowledge test taken at the end of the module and at the end of the academic year to test retention. Results: The students who studied the module with case-based questions answered one more item correctly in the first test (8.9 vs. 10.00 correct answers, p ¼ 0.001). This difference had disappeared by the time of the second test (4.2 vs. 4.7, p ¼ 0.095).Conclusions: This study shows that computer modules with case-based questions enhance learning in the short-term but at the expense of increased time and so decreased learning efficiency. This learning benefit was not maintained.

The Impact of Online Video Cases on Clinical Reasoning in Occupational Therapy Education: A Quantitative Analysis

“…And although there is evidence for the use of this educational model, this evidence has not linked casebased learning specifically to clinical reasoning in occupational therapy in the past (Boyt Schell & Schell, 2008;Falk-Kessler & Ciaravino, 2006;Lederer, 2007;Mattingly, 1991;Rogers, 1983;Unsworth & Baker, 2016;Vogel et al, 2009). Although case-based learning outcomes have included student engagement, knowledge acquisition, and higher course grades (Kaddoura, 2011;Mounsey & Reid, 2012;Thistlethwaite et al, 2012), this study provides a more vital link to the inductive reasoning skills necessary for effective clinical reasoning and to address the complexities of the provision of individualized services to individuals.…”

“…Learning outcomes, including increased student engagement in learning, knowledge acquisition, short-term learning, improved critical thinking, and higher course grades, have been documented through case-based instructional methods in a variety of disciplines (Kaddoura, 2011;Mounsey & Reid, 2012;Thistlethwaite et al, 2012). However, there is great variety in how these learning outcomes have been measured in the research process.…”

“…Research on the use of case-based reasoning in occupational therapy education and in related health fields has been limited to student satisfaction with case-based learning methods (Curran, Sharpe, Forristall, & Flynn, 2008;Kim, Pederson, & Baldwin, 2012;Lysaght & Bent, 2005;Thistlethwaite et al, 2012;Williams, 2009), connections of instructional methods to other learning outcomes (Bagdasarov et al, 2012;Cook & Triola, 2009;Kaddoura, 2011;Mounsey & Reid, 2012), and how clinical reasoning or critical thinking in occupational therapy students may develop over time (Lederer, 2007;Mattingly, 1991;Rogers, 1983;Vogel, Geelhoed, Grice, & Murphy, 2009). In addition, limited research exists in occupational therapy education that attempts to measure clinical reasoning using standardized measures (Lederer, 2007;Vogel et al, 2009) or to measure clinical reasoning related to various experiential instructional techniques (Coker, 2010;Royeen, Mu, Barrett, & Luebben, 2000;Scaffa & Smith, 2004).…”

Developing Health Literacy Knowledge and Skills Through Case-Based Learning

“…11 Another study evaluating the efficacy of case-based computer modules did find improvements in short-term knowledge, but the improvement was not maintained longterm. 12 In pharmacy education, Romero and colleagues reported enhanced student learning in a pharmaceutics course that used case-based learning, but the observation was based on a positive correlation between case study grades and course examination scores. 21 Brown and colleagues found that students who completed a case-based toxicology elective course performed better on the toxicology subsection of the Pharmacy Curriculum Outcomes Assessment examination than …”

“…Strong objective evidence is lacking. [10][11][12][13][14][15][16] At the Feik School of Pharmacy, Applied Pharmacy Care is a series of 6 courses that focuses on the application of pharmaceutical care principles, pharmaceutical knowledge, and professional techniques to solve patient-and medication-related issues. 17 Health literacy had been taught in only 1 course, Applied Pharmacy Care II, to first-year (P1) pharmacy students.…”