Case-Based Learning in Dermatology

Liu, Annie; Zhou, Linghong Linda; Lam, Andrea; Dahlke, Erin

doi:10.1177/1203475417752368

Cited by 8 publications

(4 citation statements)

References 20 publications

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“…WeChat platform has been used to carry out a variety of teaching forms, including text, audio, video, charts, animation and so on, receiving a high degree of acceptance, and presented obvious advantages in promotion of theoretical knowledge evaluation ( P < .001) and case report assessment in session examination ( P < .001). Students take what they have seen and heard as a starting point, under the guidance of teachers, collect scattered and diverse disease data, into short & simple theory and case review easy to understand [14,15] and share with others by discussion and practice. Further adjustment and supplement according to feedback to consolidate learning achievements, delivered a higher degree of standardization in the writing of daily medical records and clinical practice ( P < .001).…”

Section: Discussionmentioning

confidence: 99%

WeChat app combined CBL in oral medicine clinical training: A review

Sun

et al. 2023

Medicine

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Hotly used in student-centered medical education worldwide, case based learning (CBL) is worthen with WeChat, the most popular communication app and is widely used in all walks of life. We have practiced several years combining WeChat and CBL in the clinical training of oral medicine for young doctors, promoting outcomes over traditional bedside training. This article’s objective is demonstrating the acceptability and merits of WeChat CBL in the clinical training of oral medicine for young doctor. A total of eighty young doctors and 2 tutors participated in this study for interns of a every 2-month training during January 2018 to 2020. The control group used clinical bedside mode; the experimental group used bedside plus WeChat CBL mode. The evaluations included participation passion, daily routine and final test. Ten clerkships and thirty residents were in same number respectively of experiment and control groups. The participants in the experimental group produced a higher degree of participation in discussions. The twice and above Q&A action percentage is 40% in experimental group rather than 25% in control group. Daily assessment and final examination scores in the experimental group were significantly higher than those in the control group (P < .001). WeChat CBL mode has a positive effect on students’ learning enthusiasm, assessments and evaluations in clinical training of oral medicine.

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Section: Discussionmentioning

confidence: 99%

WeChat app combined CBL in oral medicine clinical training: A review

Sun

et al. 2023

Medicine

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“…In dermatology medical education, CBL was well-received by students, and participants commented that the format made a huge difference leading to more group interactions and questions. 25…”

Section: Discussionmentioning

confidence: 99%

It is all about patients' stories: Case-based learning in residents' education

Suliman

Al‐Mohammed

Mohanadi

et al. 2020

Qatar Medical Journal

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Background: Problem-based learning (PBL) is an inquiry-based learning strategy which is learner centered and facilitates group discussion and critical thinking. Case-based learning (CBL), which is a more guided approach of PBL, enables students to learn within the context of patients and formulate their knowledge around patients' scenarios. Midweek (MW) activity is an important educational activity in the internal medicine residency program (IMRP). CBL has shown many benefits in postgraduate education. The aim of our study was to describe the implementation of a teaching resident's management of acute medical conditions encountered during their call utilizing the CBL format and to evaluate resident satisfaction with the new teaching style. Methods: This study describes the implementation of CBL in residents' education at the IMRP. CBL was introduced in five of the 10 acute medical sessions taught in the noon activity. A mixed-method study was employed using both a structured questionnaire and a focus group to compare the two methods to evaluate the residents' satisfaction and perception of knowledge acquisition. Results: The focus group discussion showed that sessions conducted in CBL format were more engaging, interactive, and resulted in better knowledge acquisition through sharing and peer-to-peer teaching than the traditional lecture format. Thirty-nine out of 83 (47%) residents ranging from PGY2 to PGY4 responded to the survey. Overall satisfaction with CBL was good. Sixty-four percent preferred it over the lecture format; 87% found that they did improve their knowledge; 84% agreed that they were excellent and more interactive. Seventy-nine percent stated that they would like to have this type of teaching in the MW activity sessions. Conclusion: Based on the present study, we conclude that incorporation of CBL resulted in more engagement, interaction, peer-to-peer education, and overall residents' satisfaction. The key elements for a successful implementation of this format are both instructors' and residents' orientation and careful selection of the case scenarios (problems) that trigger the learning process. Incorporation of various teaching strategies in residents' education is mandatory to enhance learning and create excellent educational experiences.

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“…Students who learn with VR show that students who learn with VR get higher learning scores on the posttest for learning performance [9][10][11][12][13]. Academic achievement and student engagement scores were higher in terms of cognitive, behavioral, emotional, and social students compared to students with traditional classes [14,15]. DOI 10.18502/kss.v9i2.14853…”

Section: Methodsmentioning

confidence: 99%

The Effect of Virtual Reality Learning Media on Student Social Studies Learning Outcomes in Junior High Schools

Sumantri

2024

KSS

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Digital transformation in the Industrial Revolution 4.0 era demands learning activities that reduce the application of the lecture method and influences learning methods as well as the media used. Virtual reality technology permits students to be acquainted with live learning with objects seen directly. This study aims to determine the efficacy of virtual reality learning media in upgrading student learning outcomes in social studies classes. The population group was composed of 72 class VII students of Sekolah Menengah Pertama Negeri 30 Jakarta. This study uses experimental research techniques using experimental class and control class with pre-test and post-test. In this study, data analysis was carried out using inferential analysis using the t-test. According to the findings, the use of virtual reality learning media has a positive impact on student learning outcomes. Students can use immersive virtual reality to achieve better learning outcomes. Students are also more interested in learning and effortlessly understand and discover new knowledge and experiences. In addition, students find it more enjoyable to learn using virtual reality learning materials, which is virtual reality. Keywords: virtual reality, social studies, learning outcomes

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Case-Based Learning in Dermatology

Cited by 8 publications

References 20 publications

WeChat app combined CBL in oral medicine clinical training: A review

WeChat app combined CBL in oral medicine clinical training: A review

It is all about patients' stories: Case-based learning in residents' education

The Effect of Virtual Reality Learning Media on Student Social Studies Learning Outcomes in Junior High Schools

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