Problem/case-based learning with competition introduced in severe infection education: an exploratory study

Abstract

BackgroundProblem/case-based learning (PCBL) is one of the most commonly used educational methods in medical schools.AimTo further improve PCBL in clinical course of severe infection by introducing competition mode.MethodsTwo classes of medical students were divided into two groups by class-based simple randomization and were taught the course of severe infection by PCBL. A team-based competition was introduced in the study group (n = 35) while not in the control group (n = 36). After the course, four closely associated references were recommended. All the students were notified about a group consultation on a similar case. In the final examination, a case with severe infection complicated with infectious shock was presented for the students to analyze and resolve listed questions. Their performances were qualitatively evaluated to justify the effectiveness of the competition-based PCBL.ResultsThe students in the study group were more active and initiative in case discussion and interaction, in referring to case-related articles and attending clinical group-consultation. They had better performance in the case analysis in the final examination. The typical case analysis test easily figured out more excellent students in the study group.ConclusionsThe PCBL with competition mode introduced in is an effective approach to guide students to fully understand the clinical diagnoses and treatment of severe infection. It also prompts medical students’ initiative in referring to case-related articles and attending group-consultation, both of which are essential to equip medical students with sufficient competency for clinical practice.

Innovation in Entrepreneurship Education Through Competition Based Learning Role: Students’ Perspective on the Enhancement of Soft Skills

“…Carroll (2013) confirmed that the competition drastically increases the excitement and anticipation of the students. Lei et al (2016) confirmed that competition adopted in learning effectively guides the students to fully understand the concepts and processes with sufficient competency makes them participate in group-consultation. Vandercruysse et al (2013) demonstrated that though the competition is not very much related to students' learning, enriches their skills and capabilities and make the students to perceive the environment as a learning environment.…”

Comparison of problem/case-based learning with lecture-based learning in the clinical teaching of ophthalmology

“…7,9 A study conducted by Lei illustrated that the students educated by PCBL with competition mode were more likely to refer case-related articles and attend group consultation; they also performed better in the final written examination on the clinical diagnoses and treatment of severe infection. 7 Carrero carried out a study on teaching pre-anesthetic assessment in a resident medical training program in Spain, which concluded that the PCBL appeared to be more effective than the LBL in reasoning choice of anesthetic technique. However, the performances of lecture-based and case/problem-based learning mode had little differences in improving residents' immediate pre-anaesthetic assessment knowledge.…”

“…Previous data regarding learning outcomes comparing PCBL to lecture format show either similar or improved outcomes with LBL format. 7,8 In the study of Aljarallah and Hassan, PCBL showed some other benefits, including improving learning abilities, promoting self-assessment and logical thinking, integrating theory with practice, and encouraging students' personalized learning. 8 Certainly, several studies had different results when comparing these two methods, which may because of the bias between the intervention and control groups, as well as the lecturer and tutor were not identical.…”

“…A case-based and problem-driven teaching strategy plays a vital role in cultivating clinical thinking and developing a broader sight of case scenarios. 7 In previous research, students in some studies didn't show preference for PCBL compared to LBL; while students in many studies got higher scores in PCBL. [8][9][10] Ophthalmology is a highly specialized profession that requires lifelong ability to solve unique and challenging case problems.…”

An Alternative Approach to Case-Based Learning: The Use of Student-Authored Cases

“…Research studies have also found that CBL when coupled with other techniques such as cooperative learning (Rodriguez-Sanchez, Torrado-Carvajal, Vaquero, Borromeo, & Hernandez-Tamames, 2016), competition (Lei et al, 2016), and group discussion (Cam & Geban, 2011;Flynn & Klein, 2001) can enhance the benefits of CBL. Rodriguez-Sanchez et al (2016) utilized project-based learning plus peer review meetings to improve CBL.…”