Designing Cases for Case-Based Immunology Teaching in Large Medical School Classes

Novack, Jeffrey P.

doi:10.3389/fimmu.2020.00995

Cited by 13 publications

(10 citation statements)

References 12 publications

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“…[ 16 ] In recent years, many new teaching modes different from traditional teaching have emerged, including simulation scenario teaching, [ 17 ] team-based teaching, [ 18 ] problem-oriented teaching, [ 19 ] and case-based teaching. [ 20 ] It aimed to cultivate students’ autonomous learning ability and improve their comprehensive quality. However, we should not wholly abandon traditional theoretical teaching but combine it with the modern teaching model.…”

Section: Discussionmentioning

confidence: 99%

Practice and experience in the teaching system of clinical pharmacy laboratory in the post-epidemic era: A review

et al. 2022

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Out of the global outbreak of COVID-19, clinical pharmaceutical therapeutic analytical-teaching laboratories underwent an increasing number of digitally-led teaching research. A teaching system working online and offline to monitor medicinal drugs was explored and established using a clinical pharmaceutical therapy through a drug concentration monitoring laboratory within a comprehensive tertiary hospital. Meanwhile, laboratory access training and standards of laboratory biosafety management system were also strictly implemented, improving the technical operation and daily management. Moreover, a new, significant, and efficient teaching mode was set up based on vocational training needs for efficient and professional learning. The learning results are enforced to have dynamic checks accomplished using stage-oriented assessment. Moreover, the questionnaire survey results, especially during independent learning ability and laboratory skills training, reveal that teachers and students have commented positively on the new teaching mode. Hereon, a clinical pharmaceutical teaching system during the Post-Epidemic Era was elaborated to provide a unique teaching mode and experience dedicated to teaching and scientific research in clinical therapeutic drug monitoring laboratory.

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Section: Discussionmentioning

confidence: 99%

Practice and experience in the teaching system of clinical pharmacy laboratory in the post-epidemic era: A review

et al. 2022

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“…Another risk is that medical students and postgraduates may concentrate on the clinical, rather than the immunological, aspects of the cases (22,37,38). However, the questions which act as the focal point of the discussion mainly focus on the scientific rather than clinical aspects of the cases.…”

Section: Discussionmentioning

confidence: 99%

“…Recall of basic science knowledge in clinical practice is enhanced by integration of basic science concepts with clinical content during medical school teaching ( 18 – 21 ). This approach has been used to good effect with senior medical students to better integrate basic science and clinical medicine ( 13 , 18 , 22 , 23 ). In particular, Spencer et al ( 13 ) recommended re-exposure to basic sciences in the final year of medical school to augment understanding of clinical medicine.…”

Section: Methodsmentioning

confidence: 99%

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Using Clinical Cases to Restore Basic Science Immunology Knowledge in Physicians and Senior Medical Students

Karim

2020

Front. Immunol.

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The majority of medical students and many physicians find basic science immunology confusing and the teaching of immunology to be uninteresting. Physicians undergoing training in a range of disciplines treat patients with immunological disease, including allergy/immunology and rheumatology. It is essential for senior medical students and physicians to understand the pathology of immune diseases and the pharmacology of immune interventions. In order to optimize this learning, underlying concepts of basic immunology need to be revised, or sometimes learned for the first time. Teachers may need to overcome baseline attitudinal negativity. Medical students and postgraduates are more able to relate to basic immunology if approached through a clinical route. Case presentations and case-based discussions are a familiar format for medical students and physicians, though typically utilized to enhance understanding of clinical presentation, investigation, and treatment. Hence, they may be more receptive to "difficult" immunology concepts when presented in a familiar teaching framework. Although there is data supporting case-based learning for basic immunology in medical students, there is little data in physicians. Extrapolating from the medical student literature, I devised a program of clinical cases for physicians whereby understanding the immunopathological basis of the condition and/or its immunological treatment was employed as a platform to appreciate the basic science immunology in more depth. A variety of cases were selected to illustrate different immunological topics. The sessions were small group and highly interactive in nature. As this programme has only recently been introduced, formal evaluation has yet to be concluded.

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“…Furthermore, they need to have a basic knowledge about key laboratory tests and how they are applied in diagnosis, and management of a clinical condition. [ 16 ] Accumulating an insightful knowledge during their immunology course therefore is crucial and this allows them to apply gained knowledge confidently to solve clinical problems of a patient when they progress to clinical years. Therefore, basic medical science teachers must identify and utilize teaching-learning strategies that foster learners’ lifelong learning skills.…”

Section: Introductionmentioning

confidence: 99%

Encouraging students’ engagement and promoting deep learning in immunology through an interactive clinical case problem-solving (CCPS) approach

Sannathimmappa

Nambiar²,

Aravindakshan³

2022

Journal of Education and Health Promotion

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BACKGROUND: Modern competency-based medical education emphasizes student-centered teaching-learning strategies where students take responsibility of their own learning. Student-centered approaches facilitate multifaceted learning such as observation, critical evaluation, analysis, deeper understanding, and application of knowledge. The current study aims at assessing the students’ perception on utilization of clinical case problem-solving approach (CCPS) to promote their lifelong learning. MATERIALS AND METHODS: The present cross-sectional study was conducted at College of Medicine and Health Sciences (CoMHS) during the year 2021-2022. MD3 students of the academic year 2021-2022 were the study participants. The study was approved by institutional Ethic and Review Committee. Students’ performances were assessed through pre-test and post-test performances. Students’ feedback was collected through a predesigned questionnaire on a 3-point Likert scale. Cronbach's alpha coefficient test was used to assess the reliability of the questionnaire. The data was entered to Microsoft Excel and analyzed using SPSS software version 22. Paired t -test was used to compare pre-test and post-test scores and the data was expressed as numbers and percentages. RESULTS: In total, 103 participants were included in the study. Post-test scores were significantly higher compared to pre-test scores ( p < 0.05). Questionnaire results showed that CCPS approach was accepted as an effective learning strategy. Majority (>90%) of the students expressed CCPS approach was interesting, motivated to learn, encouraged peer discussion, enhanced knowledge, and clarified their topic-related doubts. More than 80% students opined that CCPS enhanced their critical thinking, problem-solving ability, deep learning, and lifelong learning skills. Nearly 90% of the students suggested for including such sessions for more topics in immunology course in future. CONCLUSION: From our study results, it can be concluded that CCPS is an effective learning strategy to encourage students’ engagement and promote their deep learning skills.

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Designing Cases for Case-Based Immunology Teaching in Large Medical School Classes

Cited by 13 publications

References 12 publications

Practice and experience in the teaching system of clinical pharmacy laboratory in the post-epidemic era: A review

Practice and experience in the teaching system of clinical pharmacy laboratory in the post-epidemic era: A review

Using Clinical Cases to Restore Basic Science Immunology Knowledge in Physicians and Senior Medical Students

Encouraging students’ engagement and promoting deep learning in immunology through an interactive clinical case problem-solving (CCPS) approach

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