Promotion of higher order of cognition in undergraduate medical students using case-based approach

Dubey, Suparna; Dubey, Ashok Kumar

doi:10.4103/jehp.jehp_39_17

Cited by 18 publications

(1 citation statement)

References 10 publications

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“…These results substantiate the impact of different learning environments on student achievement and a rm the e cacy of the pedagogical interventions applied. Other studies have echoed these ndings, showing that CBL not only strengthens the bridge between theory and practice but also positively affects critical thinking, problem solving, and clinical decisionmaking skills among medical students(Ahmed et al, 2012;Dubey & Dubey, 2017;Forsgren et al, 2014;Li et al, 2021;Yoo & Park, 2014). These research outcomes align with our results, providing robust evidence that CBL can enhance learning processes and effectively implement theoretical knowledge in practice.…”

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confidence: 89%

Assessing the Effectiveness of Case-Based Learning and Concept Mapping Approaches in Developing Theoretical and Metacognitive Skills in Medical Students

Çetinkaya

2024

Preprint

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This research utilizes a mixed-method approach, integrating quasi-experimental design and quantitative triangulation methods to determine the impact of Case-Based Learning (CBL) and CBL supported by Concept Maps (CMs) on the theoretical knowledge comprehension abilities and metacognitive skills of medical students. In the first phase of the two-stage evaluation process, researchers administered a pre-test/post-test achievement test focusing on students' comprehension levels of theoretical knowledge; the data were analyzed using two-way ANOVA. The analysis results indicated a statistically significant increase in the average achievement scores across all learning environments; however, it was determined that this increase was not attributable to differences specific to the learning environments. In the second phase of the assessment, a new test was administered to not only assess the students' theoretical knowledge but also how they apply this knowledge in new and uncertain situations. The data obtained from this test, which targeted students' metacognitive skills and was administered after the experimental process, were analyzed using One-Way ANOVA to determine the effectiveness of the learning environments. The analysis results revealed that CBL significantly impacts metacognitive skills, and this effect is enhanced when supported by CMs. The findings demonstrate that CBL and CMs-supported educational approaches play a significant role in enhancing medical students' ability to effectively apply theoretical knowledge in the face of new and uncertain situations. These findings highlight the extensive utility of CBL and CM-supported approaches in enhancing critical metacognitive skills, essential for medical education. Furthermore, they suggest practical ways for integrating these methodologies into future curricula and refining educational strategies.

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confidence: 89%

Assessing the Effectiveness of Case-Based Learning and Concept Mapping Approaches in Developing Theoretical and Metacognitive Skills in Medical Students

Çetinkaya

2024

Preprint

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Case‐based learning combined with science, technology, engineering and math (STEM) education concept to improve clinical thinking of undergraduate nursing students: A randomized experiment

et al. 2020

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Aims The present study was conducted to apply and examine case‐based learning (CBL) and Science, Technology, Engineering, and Math (STEM) education concept in the training of nursing student's clinical thinking. Design A randomized experimental design with non‐equivalent group pretest–posttest. Methods Participants were requested to participant in either of the two programmes: traditional education programme as a control group or CBL combined with STEM education concept (the STEM group). Questionnaires of critical thinking, self‐directed learning, self‐efficacy were administered before and after the experiment. Results Differences between the STEM group and control group were observed in critical thinking, self‐directed learning, self‐efficacy and career choice over one semester. Accordingly, CBL combined with STEM education concept enhanced the nursing student's clinical thinking.

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

Dai

Jacobs

et al. 2020

Med.Sci.Educ.

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Promotion of higher order of cognition in undergraduate medical students using case-based approach

Cited by 18 publications

References 10 publications

Assessing the Effectiveness of Case-Based Learning and Concept Mapping Approaches in Developing Theoretical and Metacognitive Skills in Medical Students

Assessing the Effectiveness of Case-Based Learning and Concept Mapping Approaches in Developing Theoretical and Metacognitive Skills in Medical Students

Case‐based learning combined with science, technology, engineering and math (STEM) education concept to improve clinical thinking of undergraduate nursing students: A randomized experiment

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

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