Studentsʼ perceptions of course outcomes and learning styles in case-based courses in a traditional medical school

Schwartz, Peter; Egan, Alison; Heath, Christopher

doi:10.1097/00001888-199406000-00021

Cited by 19 publications

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“…The educational literature reports several benefits of CBL, including being effective in promoting application of knowledge and integration of subjects, and is well received by students and faculty. Case‐based learning is also considered to promote learning styles that could encourage deep, rather than superficial learning (Schwartz et al, ; Hofsten et al, ), whereby students gain a better conceptualization of a subject, and are able to apply knowledge to novel situations, rather than rote memorization of facts. The literature suggests that including even small amounts of CBL within traditional curricula can confer a number of the described benefits (Miller et al, ; Bowe et al, ).…”

Section: Introductionmentioning

confidence: 99%

A method of developing and introducing case‐based learning to a preclinical veterinary curriculum

Crowther

Baillie

2015

Anatomical Sciences Ed

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Case-based learning (CBL) has been introduced as part of a major review of the veterinary curriculum at the University of Bristol. The initial aim was to improve integration between all first year subjects, i.e., basic science disciplines (anatomy, physiology, and biochemistry), animal management, and professional studies, while highlighting the relevance by providing clinical context. The CBL was delivered as whole class sessions in a lecture theatre, as small group teaching facilities were not readily available, co-facilitated by two to four basic scientists and clinicians. Active learning tasks were included by using an audience response system and encouraging discussion. A case template was developed in PowerPoint and then populated by basic science and clinical staff in an iterative design process. Comments from a student focus group informed the design of the case sessions. Feedback collected from students via a survey after the first three cases suggested that CBL was well received and assisted students in integrating material taught in the first year units and was used to further improve the ongoing case design. The project team developed eight cases for Year 1 and is implementing CBL in various formats throughout the curriculum. There was a considerable time commitment in developing each case; however, the use of readily available software and the large group format overcame limitations, including resourcing small group sessions. This article reports a model that could be successfully adapted by other institutions wishing to use CBL to provide clinical context and promote integration of the basic sciences.

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Section: Introductionmentioning

confidence: 99%

A method of developing and introducing case‐based learning to a preclinical veterinary curriculum

Crowther

Baillie

2015

Anatomical Sciences Ed

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“…CBL promotes student learning by focusing attention on a presented scenario and requiring students to develop resolutions, thereby developing their thinking skills and creative abilities. CBL aids in the development of reflective thinking and deeper conceptual understanding 2 and supports a deep learning approach, with active and meaningful learning 3 – 6 …”

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confidence: 99%

Comparison of Case‐Based and Lecture‐Based Learning in Dental Education Using the SOLO Taxonomy

İlgüy

Fişekçioğlu

et al. 2014

Journal of Dental Education

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The aim of this study was to compare the impact of case-based learning (CBL) and lecture-based learning (LBL) on fourth-year dental students' clinical decision making by using the Structure of Observed Learning Outcome (SOLO) taxonomy. Participants in the study were fourth-year dental students (n=55) in academic year 2012-13 taught in a large-group LBL context and fourth-year dental students (n=54) in academic year 2013-14 taught with the CBL methodology; both took place in the oral diseases course at Yeditepe University Faculty of Dentistry, Istanbul, Turkey. All eligible students participated, for a 100 percent response rate. A real case was presented to the students in both groups to assess their clinical decision making on the topic of oral diseases. Their performance was evaluated with the SOLO taxonomy. Student t-test was used for statistical evaluation, and signiicance was set at the p<0.05 level. A statistically signiicant difference was found between the mean scores of the relational and extended abstract categories of the CBL and LBL groups (p<0.05). Students who were taught with CBL had higher scores at the top two levels of the SOLO taxonomy than students taught with LBL. These indings suggest that an integrated case-based curriculum may be effective in promoting students' deep learning and it holds promise for better integration of clinical cases likely to be encountered during independent practice.Dr. Mehmet İlgüy is Associate Professor,

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“…For examples of case-based learning in the medical field, seeSchwartz and Heath (1994) andJohnstone and Biggs (1998). The use of cases is also well established in legal education(Bonk and Smith, 1998).…”

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confidence: 99%

The usefulness of case studies in developing core competencies in a professional accounting programme: a New Zealand study

Weil¹,

Oyelere²,

Rainsbury³

2004

Accounting Education

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Professional accounting education in recent years has emphasized the need for competency development. One of the pedagogical techniques recommended to enhance competency development is the use of case studies. Although they are being used increasingly in professional accounting education, research into the usefulness or effectiveness of case studies is limited. This study examines students' perceptions of the use of case studies and the potential influences of certain variables, such as age, gender and first language, on such perceptions. The questionnaire-based study was conducted in the Professional Accounting School (PAS) of the Institute of Chartered Accountants of New Zealand (ICANZ). Analysis of the results reveals significant differences, including gender- and language-based differences, in students' perceptions of the benefits of using case studies. The study provides the ICANZ with feedback on the use of case studies in the PAS programme, facilitating the further development of the programme in this regard. Other professional accounting bodies may consider replicating this study. The results of such studies may then be compared to enhance the existing literature on competency development in professional accounting education.case studies, student perceptions, perceived usefulness, competencies, gender, professional accounting programme,

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Studentsʼ perceptions of course outcomes and learning styles in case-based courses in a traditional medical school

Cited by 19 publications

References 0 publications

A method of developing and introducing case‐based learning to a preclinical veterinary curriculum

A method of developing and introducing case‐based learning to a preclinical veterinary curriculum

Comparison of Case‐Based and Lecture‐Based Learning in Dental Education Using the SOLO Taxonomy

The usefulness of case studies in developing core competencies in a professional accounting programme: a New Zealand study

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