Comparison of Case Based Learning and traditional Learning Style in Final Year Bachelor of Dental Surgery(BDS) Students in paediatric dentistry unit lesson

Deshpande, Anshula; Naik, Kishan Satishkumar; Ks, Poonacha; Dave, Bhavna; Joshi, Neelam; Mehta, Dimple Hiteshbhai

doi:10.5455/amr.20180406075050

Cited by 7 publications

(6 citation statements)

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“…In present study, OCBL was found to be more effec ve than OLBL. There is paucity of literature comparing online CBL and online LBL, however, face to face CBL had been found more effec ve than in class LBL in 6,8,[13][14][15] previous studies which was consistent to our findings. Consistent to our findings, Du a A and Ray J observed significant increase in mean-scores of post-tests than from pretests in both phases, with post-test mean-scores of CBL group significantly higher than that of didac c lecture group.…”

Section: Resultssupporting

confidence: 91%

Evaluation of Efficacy of Online Case Based Learning as a Teaching Learning Tool in Undergraduate Oral Pathology Course

Shrestha¹,

Subedi²,

Koirala³

et al. 2021

Birat J. Health Sci.

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Introduction: COVID-19 had enforced educational institutes to adopt online learning. Objectives: This study was designed to compare the learning outcome of online case and online lecture based learning in the undergraduate Oral pathology module of our institute and to compare the perception of students towards the course atiended. Methodology: The 3rd year dental students (N=25) were split into – online case based learning (A1=6, A2=6) and online lecture based learning groups (B=13) randomly. An online multiple choice questions tests were conducted before and after the interventions. An online questionnaire based survey was conducted to evaluate students' perceptions toward the course attended. The statistical analysis was done using paired t test and Mann Whitney U test. Results: Online case based learning was found to be a more effective learning method than online lecture based learning group (online case based learning post test mean rank=16, online lecture based learning post test mean rank=9.54, P=0.026). Significantly more students in the online case based learning group had positive perception towards the course atiended (online lecture based learning; mean value =2.5+/- 0.54, online case based learning; mean value =2.87+/-0.2, P=0.041). Conclusion: Online case based learning should be integrated in Oral Pathology curriculum amidst such pandemics when onsite classes are not possible.

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Section: Resultssupporting

confidence: 91%

Evaluation of Efficacy of Online Case Based Learning as a Teaching Learning Tool in Undergraduate Oral Pathology Course

Shrestha¹,

Subedi²,

Koirala³

et al. 2021

Birat J. Health Sci.

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“…The PBL, similar to case-based learning but different in many ways including goals, focus, roles and amount of cases, is a student-centric learning procedure in which a teacher only acts as a moderator, using a problem as a starting point for learning. [3, 4] In PBL, students are divided into several groups and conduct research on the topic of interest, and the questions are then discussed [5]. It is undeniable that PBL is one of the proposed ways to improve the correlation between the educational and clinical performance of students.…”

Section: Introductionmentioning

confidence: 99%

Implementation of flipped classroom combined with problem-based learning: an approach to promote learning about hyperthyroidism in the endocrinology internship

Zhang

Shi

et al. 2019

BMC Med Educ

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Background With the development of medicine, new teaching methods, such as flipped classroom and problem-based learning (PBL), have received much attention in medical education. However, the implementation of flipped classroom combined with PBL in endocrinology education has not been well investigated. Considering that both two teaching methods may complement each other, therefore, the aim of this study was to evaluate students’ learning effectiveness acceptability of the pedagogy between traditional lecture-based teaching methods and the combination of flipped classrooms with PBL teaching methods in the endocrinology internship. Methods 74 fourth-year medical students at the Bengbu Medical College were enrolled in the endocrinology internship. Hyperthyroidism was chosen for the content of this study. The participants were randomly allocated into either the combination group of flipped classroom with PBL (CG) or the traditional lecture-based classroom group (TG). Both a pre-quiz and a post-quiz were conducted before and after the classes, respectively. All questions in the quizzes were classified into two aspects, basic theoretical knowledge and clinical case analyses based on the Bloom’s Taxonomy. The scores were compared and students were required to complete the questionnaire to evaluate their perceptions and experience. Results The mean post-quiz scores of both the TG and the CG were higher than those of the pre-quiz. Additionally, the post-quiz showed that students in the CG had significantly higher scores in the TG. Further analysis found that after class, only the difference in clinical case analysis between CG and TG was significant. The scores of all items in the questionnaires were higher in the CG than in the TG. More students agreed that the combined teaching method could help to improve their performance, at the same time, it could increase their workload. Conclusions The combination of the flipped classroom and PBL teaching approach could be a better option over the traditional lecture-based classroom in the teaching of hyperthyroidism during endocrinology internship, although it can increase students’ workload. To be widely accepted and implemented, further optimizations are required.

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“…More concretely, Beech and Domer [19] showed an increased mastery of physiology concepts, demonstrated by a pre- vs. post-intervention test. CBL dramatically improved exam scores in pediatric dentistry students, as those having been exposed to CBL outperformed their counterparts by nearly 20% [20]. Jamkar et al [21] showed increased declarative knowledge scores in 6 groups of students (8–10 per group) in comparison to a control group of 55 students.…”

Section: Introductionmentioning

confidence: 99%

Does case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

et al. 2019

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BackgroundCase-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. Ample data has shown CBL to be an enjoyable and motivational didactic tool, and effective in assisting the expansion of declarative and procedural knowledge in academia. Although a plethora of studies apply multiple choice questions (MCQs) in their investigation, few studies measure CBL or case-based blended learning (CBBL)-mediated changes in students’ procedural knowledge in practice or employ comparison or control groups in isolating causal relationships.MethodsUtilizing the flexibilities of an e-learning platform, a CBBL framework consisting of a) anonymized patient cases, b) case-related textbook material and online e-CBL modules, and c) simulated patient (SP) contact seminars, was developed and implemented in multiple medical fields for undergraduate medical education. Additionally, other fields saw a solo implementation of e-CBL in the same format. E- cases were constructed according to the criteria of Bloom’s taxonomy.In this study, Objective Structured Clinical Examination (OSCE) results from 1886 medical students were analyzed in total, stratified into the following groups: medical students in 2013 (n = 619) before CBBL implementation, and after CBBL implementation in 2015 (n = 624) and 2016 (n = 643).ResultsA significant improvement (adjusted p = .002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min = 0, max = 25).ConclusionE-Case-Based Learning is an effective tool in improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

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Comparison of Case Based Learning and traditional Learning Style in Final Year Bachelor of Dental Surgery(BDS) Students in paediatric dentistry unit lesson

Cited by 7 publications

References 0 publications

Evaluation of Efficacy of Online Case Based Learning as a Teaching Learning Tool in Undergraduate Oral Pathology Course

Evaluation of Efficacy of Online Case Based Learning as a Teaching Learning Tool in Undergraduate Oral Pathology Course

Implementation of flipped classroom combined with problem-based learning: an approach to promote learning about hyperthyroidism in the endocrinology internship

Does case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

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