A task-based learning strategy in preclinical medical education

Abstract

Preclinical Task based learning (TskBL) is a simulated learning approach in which focus for students is a real task done by a medical professional. TskBL includes standardized patient encounters and is helpful to provide Early Clinical Exposure. Our study aimed at planning, implementing and assessing TskBL among first year Medical students and comparing it to conventional method of tutorials in Physiology MBBS curriculum.This is a non-equivalent group quasi experimental study approved by Institutional ethics committee. TskBL was conducted for five topics among first year medical students of Kasturba Medical College, Mangalore for three academic years. Participants  were divided into a TskBL group and a control group. Both groups attended the theory classes in Physiology, practical sessions and clinical examinations concerning the tasks. Following this, TskBL group underwent TskBL and control group underwent tutorials. Pre and post-test assessments were conducted using the MCQ test and Objective structured clinical examinations (OSCE).The mean TskBL scores for MCQ (exception:Hypertension) and OSCE (exception Anemia) were significantly higher than the tutorial group. Pre test and post test scores revealed significantly higher MCQ and OSCE scores for TskBL. Tutorial group did not show a significant improvement in test scores for all the tasks.TskBL strategy could be used for many other topics are likely to be encountered by the students during clinical attachments. Small group teaching can include TskBL over tutorials to provide early clinical exposure in medical schools.

Simulation in contemporary medical education: Current practices and the way forward

“…[ 22 ] Shenoy R et al . [ 23 ] recently published a simulated form of pre-clinical task-based learning (TskBL) and compared it to conventional tutorials in first-year undergraduate medical school in physiology. They found that the students performed better [assessment scores in multiple-choice questions (MCQs) and Objective Structured Clinical Examination (OSCE)] in a simulation-based group compared to the control group.…”

Enhancing Medical Students’ Knowledge and Performance in Otolaryngology Rotation through Combining Microlearning and Task-Based Learning Strategies

“…It allows students to have access to the information in the moment that they need to learn with the help of technology [5] and improves their levels of cognition and skills [23,24]. These advantages can be useful in clinical education, where there is patient load [15] and students need to have access to relevant and concise information while managing patients. There are some studies that have assessed the effect of ML in medical education, though a few have assessed students' clinical performance in a real work setting, and most of them have evaluated students' reaction and knowledge acquisition [5].…”

“…In this way, TBL supports the integration of medical knowledge with patient care, i.e., amalgamation of the theory and practice [13]. It is shown that TBL is an effective clinical teaching strategy for both undergraduate [14,15] and post graduate [16] medical education. However, there are some potential limitations for implementing TBL in medical education.…”

Design and Validation of Professional Development Environment Model Based on Task-Centered Approach in Medical Education

“…In a study conducted by Frerejean et al (2021), the results indicated that task-centered instructional design models, such as the four-component model, led to a rich knowledge base, and created harmony between performance and learning through the combination of learning in the educational environment and learning in the work environment (Frerejean et al, 2021). Other studies also show that task-centered learning has increased the level of knowledge and skills and improved the attitude toward the learning environment (Frerejean et al, 2021;Maggio et al, 2015;Rosenberg-Kima, 2012;Shenoy et al, 2022). The results of a study conducted by Costa et al (2022), suggest that the use of educational programs developed with 4C/ID has a high impact on performance, regardless of the academic area, the design of the study, and the outcome.…”