Developing a case based learning curriculum with a salutogenic perspective

Abstract

At the University of Central Lancashire, in the North West of England, United Kingdom (UK) the midwifery team introduced a new and innovative case-based learning (CBL) curriculum for the undergraduate midwifery course. CBL is a student-centred approach to teaching and learning and encourages students to learn from each other, develop essential skills when caring for women and families including collaborative working and effective communication. In this article we share our approach and experiences of developing and delivering a CBL curriculum informed by salutogenesis, including how it enabled us to support effective learning and skill development for women and families.

Vantagens e limitações do Serious Games no ensino da enfermagem: potencial no contexto pós-COVID-19

“…É importante, no entanto, compreender que o Serious Game é diferente da Simulação clínica e pode, inclusive, potencializar a experiência simulada, quando aplicado em momento adequado no processo de aprendizagem 16 . Observe que o SG se posiciona entre jogos simulados e simulação clínica, nos quais habilidades também são treinadas.…”

“…Observe que o SG se posiciona entre jogos simulados e simulação clínica, nos quais habilidades também são treinadas. A ênfase na utilização do SG se dá no ensino e no desenvolvimento do raciocínio crítico e reflexivo, na tomada de decisão e em jogos de grupo, no trabalho em equipe, na comunicação e na resolução do caso apresentado 16 .…”

“…Possibilidade de feedbacks direcionados à atuação do estudante 16 . O feedback de desempenho é necessário para que o estudante obtenha real benefício de sua experiência.…”

Teaching LGBT+ Health and Gender Education to Future Doctors: Implementation of Case-Based Teaching

“…The method involves teacher-student interactions, such as discussions and question-and-answer sessions regarding the context and problems of a particular case, that provide students with an understanding of the theories and knowledge related to a certain topic. Students are trained in analysis, reflection, and critical thinking and develop problem-solving skills and the ability to achieve interdisciplinary coherence [33][34][35][36][37][38].…”

“…The advantage of case-based teaching is that it applies complex problems and situations to real life, thus providing students with a multifaceted perspective to think critically and explore problem-solving approaches [33,35,37,39]. Under time restrictions, the richness and complexity of the cases can present challenges to instructors, such as uncertainty regarding the topic of discussion during class.…”