Implementation of a Medical School Elective Course Incorporating Case-Based Learning: a Pilot Study

Dai, Annie; Wu, Laura Q.; Jacobs, Ryan C.; Raghuram, Anjali C.; Dhar, Shweta U.

doi:10.1007/s40670-019-00911-1

Cited by 3 publications

(3 citation statements)

References 20 publications

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“…Students reported that it greatly expanded their knowledge and their way of thinking. Twentyseven per cent of the students preferred casebased studies to traditional lectures, 11% preferred lectures and the rest wanted to incorporate CBL into their curriculum (Dai et al, 2020).…”

Section: The Clinical Cases In General Medicinementioning

confidence: 99%

Why include Case-based Learning in the medical curriculum? – A review

Sivanjali,

Arulpragasam

2023

SE Asian Jnl Med Educ

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Introduction: Clinical teaching is an irreplaceable component of medical education. It takes place through many teaching–learning methodologies in various settings such as the bedside, classrooms, and the community. Case-based Learning is a method which had been devised to fill the gaps seen in bedside teaching where learning is mostly opportunistic. CBL evolves around pre-selected typical cases from an existing collection through small-group discussions.Method: The objective of the study was to identify the positive features of CBL in clinical education. A narrative review was done to search articles on PubMed and Google Scholar between 2018 and 2023. The search terms were ‘case-based learning’ ‘clinical education’ and ‘medical curriculum’.Results: The narrative review identified articles (n=14) relevant to our study. Case-based learning and discussion were seen as an effective and acceptable learning tool by medical students. It helped them to gain clinical reasoning skills which are critical in clinical decision-making and management. Exposure to case-based learning scenarios, allowed them to relate basic sciences to clinical sciences. Students were able to recollect the concepts that they had learnt by correlating them with case scenarios in a stress-free environment enhancing their critical thinking abilities. It promoted collaborative learning skills among students.Conclusion: CBL was perceived as a good learning tool by students. It is possible to combine CBL with other traditional clinical teaching methods such as bedside teaching. The case-based learning approach promotes recapitulating the basic concepts learned, relating them to a clinical scenario that results in the consolidation of the concepts.

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Section: The Clinical Cases In General Medicinementioning

confidence: 99%

Why include Case-based Learning in the medical curriculum? – A review

Sivanjali,

Arulpragasam

2023

SE Asian Jnl Med Educ

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“…Elective course curricula should also support this process. 5,6 The implementation of elective courses among medical students is generally regarded positively. 7 This approach reflects their favorable attitudes towards case-based learning, highlighting the necessity of integrating this learning style into the medical education curriculum.…”

Section: Introductionmentioning

confidence: 99%

Tip Eği̇ti̇mi̇nde Seçmeli̇ Dersleri̇n Öğrenci̇ Memnuni̇yeti̇ Ve Tutumlarina Etki̇si̇: Kocaeli̇ Tip Fakültesi̇ Örneği̇

ÇOLAK,

DAYLAN KOÇKAYA,

YENER

et al. 2024

Acta Medica Nicomedia

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Objective: Elective courses offer students opportunities to gain knowledge and improve themselves in different fields. Therefore, it is important to examine the effects of elective courses on student satisfaction and attitudes. The purpose of this study is to examine the variability of the effect of elective courses on student satisfaction and attitudes with gender and board grades. Methods: A total of 102 students (46 females, 56 males) from our faculty participated in the online elective course satisfaction survey (ECSS), which consisted of 25 questions with five options prepared using the Likert scale. The responses to the survey were analyzed using IBM SPSS Statistics 25 program. Results: Regarding the question "Do you think the course you've chosen contributes to your school grades?" 49.1% of women responded negatively, while 79.3% of men gave a negative response (p

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“…Small groups of students then delve deeper into the cases through multi-perspective and self-reflective thinking, facilitated by the teacher. This approach allows for a comprehensive exploration of the cases and ensures a well-rounded learning experience for the trainees [12][13][14][15][16].…”

Section: Introductionmentioning

confidence: 99%

Team-, case-, lecture- and evidence-based learning in medical postgraduates training

Huang,

Zhou,

Wei

et al. 2024

BMC Med Educ

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Background The aim of this study was to evaluate the effectiveness of team-, case-, lecture-, and evidence-based learning (TCLEBL) methods in cultivating students’ clinical and research abilities, as compared to traditional lecture-based learning (LBL) approaches. Methods Forty-one medical postgraduates were divided into two groups, a TCLEBL group and an LBL group. Teaching effectiveness was evaluated through student- and teacher-feedback questionnaires, scores from theoretical examinations and written literature reviews, and student learning burdens. Results Compared to the LBL approach, both teachers and students were more satisfied with the TCLEBL model (p < 0.001 for both teachers and students). The TCLEBL group performed significantly higher on the theory test compared to the LBL group (p = 0.009). There were significant differences between the LBL and TCLEBL groups, respectively, in terms of literature review and citations (12.683 ± 2.207 vs. 16.302 ± 1.095, p < 0.001), argument and perspective (12.55 ± 1.572 vs. 16.333 ± 1.354, p < 0.001), comprehensiveness of content (13.3 ± 2.268 vs. 16.683 ± 1.344, p < 0.001), and scientific rigor and accuracy (10.317 ± 1.167 vs. 12.746 ± 0.706, p < 0.001). There was no significant difference in the total extracurricular time expended between the two groups (323.75 ± 30.987 min vs. 322.619 ± 24.679 min, respectively for LBL vs. TCLEBL groups, p = 0.898). Conclusions TCLEBL is an effective teaching method that cultivates students’ clinical and research abilities.

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Implementation of a Medical School Elective Course Incorporating Case-Based Learning: a Pilot Study

Cited by 3 publications

References 20 publications

Why include Case-based Learning in the medical curriculum? – A review

Why include Case-based Learning in the medical curriculum? – A review

Tip Eği̇ti̇mi̇nde Seçmeli̇ Dersleri̇n Öğrenci̇ Memnuni̇yeti̇ Ve Tutumlarina Etki̇si̇: Kocaeli̇ Tip Fakültesi̇ Örneği̇

Team-, case-, lecture- and evidence-based learning in medical postgraduates training

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Implementation of a Medical School Elective Course Incorporating Case-Based Learning: a Pilot Study

Cited by 3 publications

References 20 publications

Why include Case-based Learning in the medical curriculum? &ndash; A review

Why include Case-based Learning in the medical curriculum? &ndash; A review

Tip Eği̇ti̇mi̇nde Seçmeli̇ Dersleri̇n Öğrenci̇ Memnuni̇yeti̇ Ve Tutumlarina Etki̇si̇: Kocaeli̇ Tip Fakültesi̇ Örneği̇

Team-, case-, lecture- and evidence-based learning in medical postgraduates training

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Why include Case-based Learning in the medical curriculum? – A review

Why include Case-based Learning in the medical curriculum? – A review