Integrating case-based learning with collective reflection: outcomes of inter-professional continuing education

Golaghaie, Farzaneh; Asgari, S S; Khosravi, Sharareh; Ebrahimi-Monfared, Mohsen; Mohtarami, Abolfazl; Rafiei, Fatemeh

doi:10.1080/14623943.2018.1539660

Cited by 11 publications

(7 citation statements)

References 37 publications

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“…Pembelajaran berbasis kasus dianggap lebih baik dalam membentuk pola pikir tingkat tinggi melalui pemahaman dan eksplorasi yang lebih mendalam, dengan menganalisis, mensintesis, mengevaluasi, dan mempertanyakan mengapa dan bagaimana dalam beberapa hal (Nkhoma et al, 2017;Kolodner, 1997;Barnes et al, 1994;McCabe et al, 2009). Oleh karena itu, mahasiswa yang mendapatkan pembelajaran berbasis kasus memiliki persepsi terhadap kompetensi diri lebih baik (Golaghaie et al, 2019). Untuk itu, hipotesis yang dibangun adalah: H1…”

Section: Pengembangan Hipotesisunclassified

“…Hasil ini perlu diinvestigasi lebih lanjut mengapa mahasiswa kelas yang diberikan pembelajaran berbasis kasus mempersepsikan skill yang diperoleh sedikit lebih rendah yaitu 4,13 daripada mahasiswa kelas instruksional yaitu 4,26, penelitian ini bertentangan dengan studi yang dilakukan Golaghaie et al (2019) yang menyatakan siswa yang menempuh sistem belajar berbasis kasus memiliki persepsi skill yang lebih tinggi. Dalam studi ini juga ditemukan bahwa kinerja mahasiswa kelas berbasis kasus juga lebih rendah yaitu 3,90 daripada kelas instruksional sebesar 4,08.…”

Section: Hasilunclassified

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Persepsi, Motivasi, dan Kinerja Mahasiswa Akuntansi Syariah atas Pembelajaran Berbasis Kasus

Wafareta

Muhammad

Syariati

2021

Ekuitas

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The development of the sharia financial industry causes universities to prepare their students. The case-based learning is one way to response to the industry's need for human resources with more skills to be ready for work. Therefore, this study aims to measure the effectiveness of case-based learning as measured by the variables of perception, motivation, and performance. Based on the results of experimental tests conducted on 91 students who were divided into two classes, there were no differences in perceptions, motivations, and learning performance between case-based classes and instructional classes. This could be because case-based learning can be more effective in classes with a smaller number of students and for a longer period of time. In addition, the experience of students in receiving and analyzing previous cases is also an obstacle in the effectiveness of case-based learning. This study also found motivation to be a very important variable in increasing perceptions of skill acquisition and learning performance in case-based learning.

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Section: Pengembangan Hipotesisunclassified

Section: Hasilunclassified

Persepsi, Motivasi, dan Kinerja Mahasiswa Akuntansi Syariah atas Pembelajaran Berbasis Kasus

Wafareta

Muhammad

Syariati

2021

Ekuitas

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“…Evolving from PBL, CBL [6] is a group discussion teaching method of being based on examples, designing questions associated with the examples, and guiding and inspiring students to make discussions around the questions. Golaghaie et al [7] combined case study with reflective teaching method to explore the effect of the teaching method on further nursing training. In the teaching, the real medical information of patients and teaching materials relating to case management of such type were offered.…”

Section: State Of the Artmentioning

confidence: 99%

“…The research was completed via questionnaire survey on students, and showed that the blended teaching mode was conducive to improving students' personal academic performance and teamwork performance. Notwithstanding, researchers, through questionnaire survey on and interview with teachers and students, found that the common problems of art course included difficulty in arousing students' initiative, inadequacy in research of teaching theories, unevenness of professional competence of teachers, and imperfection of curriculum evaluation system [16].…”

Section: State Of the Artmentioning

confidence: 99%

Blended Teaching Mode of Art Course based on Objective Achievement Scale

2020

Int. J. Emerg. Technol. Learn.

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To solve the problems of students’ lack of initiative, inadequacy in research on teaching theories, and imperfection of curriculum evaluation system in the teaching of art course, a new blended teaching mode was built in this study by extracting the advantages of Team-Based Learning (TBL), Problem-Based Learning (PBL) and Case-Based Learning (CBL) in accordance with the teaching characteristics of art course and students’ cognitive competence. This mode is designed to focus on teamwork, problem orientation and case analysis in teaching link. This teaching mode consists of online and offline modules, via which teacher releases course materials and assigns classroom tasks and students read the course materials and fulfill tasks online, and students make report on study in the form of group and teacher gives feedback and evaluations offline. An objective achievement scale model with five educational objectives set on the basis of Borich Needs Assessment Model (BNAM) was designed based on development planning and teaching orientation of art course, socio-economic development and job requirements and questionnaire survey on graduates. The conclusion shows that the blended teaching model performs better than conventional teaching model in improving students’ academic performance and promoting class enthusiasm and satisfaction with course. With the objective achievement scale model, quantitative evaluation of teaching efficiency can be realized from point, line and plane perspectives, facilitating educators in customizing proper student training program.

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“…A fluent case presentation allows for efficient transitions between providers, students, and even patients (24). Case-based learning also serves as a useful proxy for assessing student competency in clinical reasoning and patient care (23,25,26,27).…”

Section: Introductionmentioning

confidence: 99%

Effect of a Video-Based Case Presentation Educational Intervention Anchored on the Theory of Planned Behavior on Adoption of Oral Health Behaviors Among Dental Patients: A Quasi-Experimental Study

Macapagal

Calimag

2020

Odovtos - Int J Dent Sc

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Objective: The integration of video technology in case-based presentations are useful approaches in teaching real-world problems that ultimately improves an individual’s ability to reflect, analyze, and decide regarding any circumstance leading to change in behavior. Anchored on the Theory of Planned Behavior, this study aims to determine the effectiveness of an online case-based video patient education tool on the adoption of oral health behaviors by patients in the dental setting. Materials and Methods: The study was carried on 74 dental patients who were selected using simple sampling (37 patients each in Groups I and II). The two groups differed in presence (Group I-Control) or absence (Group II–Experimental) of prior exposure to professional oral care before Patient Educational Intervention through video-based case presentation was performed in the control and experimental groups. Data were collected using a questionnaire and analyzed by the Statistical Package for the Social Sciences version 18 software at 0.05 significance level. Results: A total of 37 participants per group in Groups I and II (N=74) responded to the pre-test phase and post-test phase. The pre-test mean scores of Groups I and II were 11.43 and 15.05, respectively. The post-test mean score of Groups I and II were 10.81 and 12.76, respectively. There is no statistical significance seen in the pre-test mean score and the post-test mean score of the patients who experienced professional oral health care (Group I) (p=0.113). However, there is a statistical significance in the mean pre-test score and the mean post-test score among patients who never experienced professional oral health care (Group II) (p=0.032). Conclusion: The study revealed that the video-based case presentations is an effective patient education strategy for dental patients who have never experienced professional oral health care manifested as a decline in the degree of dental neglect.

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Integrating case-based learning with collective reflection: outcomes of inter-professional continuing education

Cited by 11 publications

References 37 publications

Persepsi, Motivasi, dan Kinerja Mahasiswa Akuntansi Syariah atas Pembelajaran Berbasis Kasus

Persepsi, Motivasi, dan Kinerja Mahasiswa Akuntansi Syariah atas Pembelajaran Berbasis Kasus

Blended Teaching Mode of Art Course based on Objective Achievement Scale

Effect of a Video-Based Case Presentation Educational Intervention Anchored on the Theory of Planned Behavior on Adoption of Oral Health Behaviors Among Dental Patients: A Quasi-Experimental Study

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