Digital case-based learning system in school

Gu, Peihua; Guo, Jiayang

doi:10.1371/journal.pone.0187641

Cited by 10 publications

(7 citation statements)

References 29 publications

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“…Terkait dengan kemajuan teknologi saat ini, ada banyak perangkat teknologi pendidikan yang dapat digunakan oleh guru untuk mendukung proses belajar mengajar, (Liu, Toki, & Pange, 2014). Alat tersebut dapat berfungsi sebagai media pembelajaran yang menyediakan informasi untuk memenuhi kebutuhan pembelajaran, (Gu & Guo, 2017). Oleh karena itu, guru dituntut untuk terampil bekerja dengan perangkat teknologi.…”

Section: Pendahuluanunclassified

Interactive and Educative Learning Media in English Language Teaching at Senior High Schools

Hadijah

Marhamah²,

Shalawati³

2020

j. pendidik. alishlah

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This research aims to describe senior high school students’ perspectives about the use of learning media in English language teaching context and to investigate the sorts of interactive and educative learning media in English language teaching. This research worked on descriptive research design, both qualitative and quantitative data were collected through a questionnaire. This study involved 171 senior high school students who voluntary filled in the questionnaire. The research findings reveal that the use of learning media to support learning process needs to be improved since the media used needs to be adjusted with the current trend of learning that is technology-based learning media. In addition, Powerpoint slides, video, film, online or traditional games were found as interactive and educative learning media from the students’ perspectives. The students are excited when the teachers are presenting media in their learning process, even though it only simply presented through Powerpoint. In other words, learning media has an essential role to support effective learning atmosphere for the students.

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Section: Pendahuluanunclassified

Interactive and Educative Learning Media in English Language Teaching at Senior High Schools

Hadijah

Marhamah²,

Shalawati³

2020

j. pendidik. alishlah

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“…In the teaching process, teachers select classic cases to guide students to analyze and discuss, so as to stimulate students' curiosity and interest in learning, and then students learn professional knowledge and improve clinical thinking from the cases, which is the main idea of CBL teaching [10] . As a student-centered heuristic teaching method, CBL has attracted more and more attention in clinical teaching in recent years [11][12][13] . For internal medicine diagnostics, CBL teaching mode can start from a clinical knowledge point, and students can discuss about the knowledge point and take the initiative to consult relevant materials, so as to give full play to their subjective initiative in obtaining clinical data and making preliminary diagnosis, combining clinical and basic aspects.…”

Section: Discussionmentioning

confidence: 99%

Exploration on the application of CBL and humanistic literacy in diagnostics teaching under the background of new medicine

Liu

Deng

2022

Preprint

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Background: In the new era, medical teaching is faced with the dual tasks of knowledge transmission and value guidance. In this study, we applied CBL combined with humanistic literacy to undergraduate medical students’ internal medicine diagnostics teaching, so as to promote medical students’ better acquisition of knowledge and improvement of literacy.Methods: Fifty-six five-year undergraduate medical students from Xiangya Medical College of Central South University were randomly divided into experimental group and control group, with 28 students in each group. In the experimental group, CBL combined with humanistic literacy teaching mode was adopted, while in the control group, traditional teaching methods were adopted. The two groups were compared to explore the effect of innovative teaching mode in the course of medical diagnostics. Result: The scores of multiple choice questions and comprehensive analysis questions of the experimental group were significantly higher than those of the control group. The teaching satisfaction survey of the two groups of students shows that the students in the experimental group are significantly higher than the control group. In addition, the comprehensive ability questionnaire survey showed that the experimental group of students compared to the control group of students, this group of students believed that the innovative teaching mode of CBL combined with humanistic literacy could significantly improve humanistic literacy, learning motivation, independent thinking, clinical thinking, teamwork, clinical communication and other abilities ( P＜0.05) .Conclusion: Under the background of new medicine, CBL combined with humanistic literacy teaching mode is obviously superior to the traditional teaching mode in improving the professional knowledge level and cultivating the comprehensive quality and ability of undergraduate medical students. This teaching mode can not only improve the teaching quality, but also improve students’ learning ability, exercise their learning enthusiasm, and improve students' happiness in learning.

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“…Instead, the method closely integrates clinical practice into the teaching process. As a heuristic teaching method, CBL has received extensive attention in clinical teaching in recent years [8][9][10][11][12]. In the present study, the CBL method was adopted in both groups.…”

Section: Discussionmentioning

confidence: 99%

Application and practice of a step-by-step method combined with case-based learning in Chinese otoendoscopy education

et al. 2021

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Background Standardized training allows more physicians to master otoendoscopic surgery. However, the lecture-based learning (LBL) applied in otoendoscopy teaching may not be conducive to training students in clinical thinking and surgical ability. It is necessary to explore innovative methods for otoendoscopy teaching. This study aimed to determine the effect of a step-by-step (SBS) method combined with case-based learning (CBL) in otoendoscopy teaching. Methods Fifty-nine physicians who participated in otoendoscopy training were selected as the study subjects and randomly divided into two groups (A and B). Group A underwent training with the SBS & CBL method, while Group B underwent training with the LBL & CBL method. The effects of these two methods for otoendoscopy training were compared by evaluation of professional skills and questionnaires before and after the training. Results Proficiency in otoendoscopic anatomy and grades for both professional knowledge and otoendoscopic skills were significantly higher in Group A than in Group B(P < 0.05). In terms of learning interest, surgical ability, acting capacity during surgery, reducing surgical complications, and satisfaction with learning experience, all responses from Group A were better than those from Group B(P < 0.05). Conclusions The SBS & CBL method may help to improve ability in otoendoscopic surgery and clinical thinking and appears suitable for endoscopy teaching.

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Digital case-based learning system in school

Cited by 10 publications

References 29 publications

Interactive and Educative Learning Media in English Language Teaching at Senior High Schools

Interactive and Educative Learning Media in English Language Teaching at Senior High Schools

Exploration on the application of CBL and humanistic literacy in diagnostics teaching under the background of new medicine

Application and practice of a step-by-step method combined with case-based learning in Chinese otoendoscopy education

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