Reliability Study for Pediatric and Adolescent Gynecology Case-Based Learning in Resident Education

Dietrich, Jennifer E.; Silva, Nirupama K. De; Young, Amy

doi:10.1016/j.jpag.2009.09.002

Cited by 25 publications

(14 citation statements)

References 9 publications

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“…Jamkar et al (21) showed increased declarative knowledge scores in 6 groups of students (8-10 per group) in comparison to a control group of 55 students. A similar observation was also reported by Dietrich et al (22) in 12 third year obstetrics/gynecology residents. Damjanov et al…”

Section: Does Cbl Improve Performance Measures?supporting

confidence: 89%

Does Case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

Turk

Ertl

Wong

et al. 2019

Preprint

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Background Case-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. Ample data has shown CBL to be an enjoyable and motivational didactic tool, and effective in assisting the expansion of declarative and procedural knowledge in academia. Although a plethora of studies apply multiple choice questions (MCQs) in their investigation, few studies measure CBL or case-based blended learning (CBBL)-mediated changes in students’ procedural knowledge in practice or employ comparison or control groups in isolating causal relationships. Methods Utilizing the flexibilities of an e-learning platform, a CBBL framework consisting of a) anonymized patient cases, b) case-related textbook material and online e-CBL modules, and c) simulated patient (SP) contact seminars, was developed and implemented in multiple medical fields for undergraduate medical education. Additionally, other fields saw a solo implementation of e-CBL in the same format. E- cases were constructed according to the criteria of Bloom’s taxonomy. In this study, Objective Structured Clinical Examination (OSCE) results from (n=619) medical students in 2013 before CBBL implementation, and after CBBL implementation in 2015 (n=624) and 2016 (n=643) were analyzed. Results A significant improvement (adjusted p=.002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min=0, max=25). Conclusion E-Case-Based Learning is an effective tool in increasing student satisfaction, improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

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Section: Does Cbl Improve Performance Measures?supporting

confidence: 89%

Does Case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

Turk

Ertl

Wong

et al. 2019

Preprint

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“…CBL is used to impart knowledge in various fields in health care and various fields of medicine. The findings in this review showed that articles demonstrated the use of CBL in medicine, 2 , 4 – 7 , 9 , 10 , 12 – 14 , 18 – 21 , 24 – 26 , 30 , 33 , 34 , 36 , 37 , 39 – 44 , 46 , 48 – 62 , 64 – 67 dentistry, 8 , 15 , 16 , 22 , 23 , 28 pharmacology, 11 , 27 , 29 , 35 , 45 , 63 occupational and physical therapy, 31 ...…”

Section: Discussion and Reviewmentioning

confidence: 80%

Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature

McLean

2016

Journal of Medical Education and Curricular Development

444

342

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IntroductionCase-based learning (CBL) is a newer modality of teaching healthcare. In order to evaluate how CBL is currently used, a literature search and review was completed.MethodsA literature search was completed using an OVID© database using PubMed as the data source, 1946-8/1/2015. Key words used were “Case-based learning” and “medical education”, and 360 articles were retrieved. Of these, 70 articles were selected to review for location, human health care related fields of study, number of students, topics, delivery methods, and student level.ResultsAll major continents had studies on CBL. Education levels were 64% undergraduate and 34% graduate. Medicine was the most frequently represented field, with articles on nursing, occupational therapy, allied health, child development and dentistry. Mean number of students per study was 214 (7–3105). The top 3 most common methods of delivery were live presentation in 49%, followed by computer or web-based in 20% followed by mixed modalities in 19%. The top 3 outcome evaluations were: survey of participants, knowledge test, and test plus survey, with practice outcomes less frequent. Selected studies were reviewed in greater detail, highlighting advantages and disadvantages of CBL, comparisons to Problem-based learning, variety of fields in healthcare, variety in student experience, curriculum implementation, and finally impact on patient care.ConclusionsCBL is a teaching tool used in a variety of medical fields using human cases to impart relevance and aid in connecting theory to practice. The impact of CBL can reach from simple knowledge gains to changing patient care outcomes.

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“…Case-based learning (CBL) is an innovative teaching strategy that promotes clinical problem-solving abilities. This method is widely used in medical and nursing education worldwide to support authentic learning experiences by presenting clinical scenarios and episodes of actual professional practice (Bosque, 2012;Dietrich, De Silva, & Young, 2010;Yoo & Park, 2014). CBL is derived from the constructivist teaching approach, which promotes the active participation of students in learning and problem solving (Hartfield, 2010).…”

Section: Introductionmentioning

confidence: 99%

Case-Based Web Learning Versus Face-to-Face Learning

Chan¹,

Sit

Wong

et al. 2016

Journal of Nursing Research

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Reliability Study for Pediatric and Adolescent Gynecology Case-Based Learning in Resident Education

Cited by 25 publications

References 9 publications

Does Case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

Does Case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature

Case-Based Web Learning Versus Face-to-Face Learning

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