Effectiveness of integrating case studies in online and face-to-face instruction of pathophysiology: a comparative study

Abstract

Due to growing demand from students and facilitated by innovations in educational technology, institutions of higher learning are increasingly offering online courses. Subjects in the hard sciences, such as pathophysiology, have traditionally been taught in the face-to-face format, but growing demand for preclinical science courses has compelled educators to incorporate online components into their classes to promote comprehension. Learning tools such as case studies are being integrated into such courses to aid in student interaction, engagement, and critical thinking skills. Careful assessment of pedagogical techniques is essential; hence, this study aimed to evaluate and compare student perceptions of the use of case studies in face-to-face and fully online pathophysiology classes. A series of case studies was incorporated into the curriculum of a pathophysiology class for both class modes (online and face to face). At the end of the semester, students filled out a survey assessing the effectiveness of the case studies. Both groups offered positive responses about the incorporation of case studies in the curriculum of the pathophysiology class. This study supports the argument that with proper use of innovative teaching tools, such as case studies, online pathophysiology classes can foster a sense of community and interaction that is typically only seen with face-to-face classes, based on student responses. Students also indicated that regardless of class teaching modality, use of case studies facilitates student learning and comprehension as well as prepares them for their future careers in health fields.

The effectiveness of formative assessment in pathophysiology education from students’ perspective: a questionnaire study

“…Because of the characteristics of pathophysiology, more emphasis should be placed on development of students' analytical and problem-solving skills in teaching (8,11). In recent years, we first performed a formative assessment as part of the curriculum for students majoring in clinical medicine and basic medical sciences; we received positive responses and then applied it to medical students from all majors.…”

Public Health Education Using Pop Culture and Media

“…In a world where new technology emerges on a daily basis, more and more Universities are offering online and hybrid courses that utilize these advances. From 2007 to 2013, undergraduate student enrollment in at least one distance-learning or online course increased from 20 to 32% (6–8). Public health schools and programs are no exception to this trend.…”

“…With respect to courses that are conducted entirely online, research reveals wide variation in students’ level of participation, with more students viewing video lectures for quantitative courses compared to non-quantitative courses (11). One study found that including case studies in online courses can produce the student engagement and active learning typically associated with traditional, in-person teaching (8). Furthermore, students report that the flexibility of online courses facilitates a deeper understanding of the material (8).…”

“…One study found that including case studies in online courses can produce the student engagement and active learning typically associated with traditional, in-person teaching (8). Furthermore, students report that the flexibility of online courses facilitates a deeper understanding of the material (8). Students are more tech savvy than ever, and online and hybrid courses exploit this strength.…”

Design and use of a proton pump inhibitor case to integrate physiology, pharmacology, and biochemistry

“…The use of case studies and case-based projects to reinforce lectures can help link basic and clinical disciplines and promote knowledge retention (2). Casebased projects also help students with varying levels of background education see the applicability of topic material, and this may maintain engagement (5,6). However, both the significant time and effort and the general breadth of knowledge across basic science content areas necessary to construct clinically relevant basic science cases may serve as hindrances to their development.…”