Planning, implementation, and evaluation of multicomponent, case-based learning for first-year Indian medical undergraduates

Abstract

Didactic lecture is an effective method to quickly pass on a high volume of information to a large number of students. However, if not well designed, lectures can be monotonous and provide only passive learning, with little scope for higher order learning skills. To address this drawback of lectures, we supplemented it with case-based learning (CBL), which has been shown to promote self-learning. After giving an overview of gastrointestinal physiology through lectures, CBL on peptic ulcer disease was implemented for first-year Bachelor of Medicine, Bachelor of Surgery students. The present study aimed to evaluate the students’ and teachers’ opinions on the notion of supplementing lectures with CBL. In previous reports, discussion using clinical cases was primarily employed as the solitary component for conducting CBL. In the present study, three different but mutually exclusive components, such as case discussion, concept map, and critical thinking exercise on a specific topic in gastrointestinal pathophysiology, were integrated to form the multicomponent CBL (MC-CBL). Students reported that MC-CBL could promote application of the knowledge learned in lectures in a more appropriate context (92.42% positive response), enhance their learning efficiency (98.46% positive response), promote their active participation in the learning process (98.48% positive response), and help them in integrating physiological concepts with clinical science (98.46% positive response). Teachers observed that MC-CBL could promote active learning, analytic, and problem-solving skills of students. In conclusion, MC-CBL appeared to be an effective supplement for the lectures, providing an opportunity for the students to relate the knowledge learned during lectures.

Effects on applying micro-film case-based learning model in pediatrics education

“…Since the course content was the control variable, the teaching method and the learning process, as well as students' feelings of enrichment, were more likely to influence the satisfaction level. The outcomes were probably due to the fact that, first, with the micro-film stories, the CBL model was updated to live-CBL or e-CBL [27], which was more vivid than lines in a textbook; second, the micro-films were an aesthetic fruit produced through medical students' diligent interdisciplinary effort, and the presentation stimulated their inner potential with respect to teamwork, case reasoning and scaffolding for case presentations [28]; third, the CBL model, with its structured question technique, was more effective in guiding students to apply fundamental knowledge to practical clinic situations, narrowing the gap between knowledge and usage [29], which may have increased self-efficacy and thereby motivated learning initiative and creativity [30]. Second, MF + CBL model may be more effective than the LBL model with respect to knowledge application, which can be proved by the higher scores in terms of fundamental knowledge and case analysis in the experimental group (Table 2).…”

Effects on applying Micro-Film Case-Based Learning model in pediatrics education

“…The reason analysis probably was: first, in micro-film stories, CBL model was updated to live-CBL or e-CBL [26], which was more vivid than test book lines; second, micro-film was an aesthetic fruit based on medical student's interdisciplinary hard working, and the presentation was a stimulation of their inner potential on teamwork, case-reasoning and scaffolding for case representations [27]; third, CBL model with its structured question technique could better lead students to apply fundamental knowledge to practical clinic situations, narrows the gap between knowledge and usage [28], which may increase the feel of self-efficacy and then motivates the learning initiative and creativity [29].…”

Effects on applying Micro-Film Case-Based Learning model in pediatrics education

“…The reason analysis probably was: first, in micro-film stories, CBL model was updated to live-CBL or e-CBL [26], which was more vivid than test book lines; second, micro-film was an aesthetic fruit based on medical student's interdisciplinary hard working, and the presentation was a stimulation of their inner potential on teamwork, case-reasoning and scaffolding for case representations [27]; third, CBL model with its structured question technique could better lead students to apply fundamental knowledge to practical clinic situations, narrows the gap between knowledge and usage [28], which may increase the feel of self-efficacy and then motivates the learning initiative and creativity [29].…”