The Impact of Small Group Case-Based Learning on Traditional Pharmacology Teaching = أثر التعلم المبني على الحالات السريرية في مجموعات صغيرة لتدريس علم الأدوية على الطريقة التقليدية

Tayem, Yasin

doi:10.12816/0003204

Cited by 34 publications

(17 citation statements)

References 13 publications

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“…Tayem concluded that CBL led to a significant improvement in students' self-reported analytical and communication skills, confidence, satisfaction, motivation and engagement. [ 22 ]…”

Section: Discussionmentioning

confidence: 99%

Modified case based learning: Our experience with a new module for pharmacology undergraduate teaching

Gupta¹,

Arora²,

Kaushal³

2014

Int J App Basic Med Res

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Objective:The undergraduate teaching in pharmacology has always been a challenging task for medical teachers. Traditional lecture format is monotonous and a passive way of learning. There is a need to shift the educational focus from content centered to case based. In an effort to create interest and further improve the student learning, we have introduced simulated bedside teaching sessions as case based learning (CBL) module (modified CBL-[mCBL]) for 2nd professional MBBS students.Materials and Methods:A case scenario of a clinical disease condition was prepared in consultation with a clinician. During the session, the case was presented along with discussion on the disease process, its management and rational drug use. Students were encouraged to participate actively. After the session, students were requested to fill the feedback questionnaire anonymously (both open-ended questions and responses on Likert scale).Results:According to the students, factors such as clinical orientation, interactivity and re-enforcement of important points helped them to learn better. Majority of the students (76.09%) found the sessions to be better than theory lectures and tutorials. The fact that the interactive component of departmental feedback (taken at the institutional level) has improved during the last 2 years could be attributed to the introduction of these sessions.Conclusion:mCBL (in the presence of departmental faculty and concerned clinician) is a good method of integrating pharmacology with clinical subjects. To make such sessions more reliable, the next planned step is to assess the knowledge gained by the students during such sessions in the future.

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“…Tayem concluded that CBL led to a significant improvement in students' self-reported analytical and communication skills, confidence, satisfaction, motivation and engagement. [ 22 ]…”

Section: Discussionmentioning

confidence: 99%

Modified case based learning: Our experience with a new module for pharmacology undergraduate teaching

Gupta¹,

Arora²,

Kaushal³

2014

Int J App Basic Med Res

View full text Add to dashboard Cite

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“…6,7 The CBL encourages independent learning and deeper understanding of a particular topic and promotes life-long learning. 2,8,9…”

Section: Introductionmentioning

confidence: 99%

Case-Based Learning as an Effective Tool in Teaching Pharmacology to Undergraduate Medical Students in a Large Group Setting

Kaur¹,

Rehncy

Kahal

et al. 2020

Journal of Medical Education and Curricular Development

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Background: The need for case-based learning in basic subjects is being recognized world over. Early clinical illustrations and actual clinical exposure enable students to associate basic science and real patient situations, probably increasing their retention of knowledge. The study was conducted to introduce an alternate method of teaching-learning in pharmacology in a large classroom setting to integrate pharmacology into clinical setting for better learning and understanding of the subject. Methods: Ninety-four students of second professional MBBS of a medical college in Punjab were divided into 2 groups and were taught a 2-hour topic in pharmacology using case-based learning (CBL) method and didactic lecture (DL) method using a crossover design. Their attendance and written test score at the end of teaching session were compared. Feedback from students and faculty was taken by prestructured questionnaires. Results: There was an increase in students’ attendance ( P = .008) in CBL sessions but insignificant difference in their performance ( P = .98) in the tests. Most (84%) of the students felt that CBL is a better method of teaching-learning than traditional DL. The teaching faculty felt that the students looked more interested and were themselves more motivated for the newer method of teaching. Conclusions: Case-based learning led to improvement in student motivation, satisfaction, and engagement. Most students and faculty accepted that CBL was an effective learning tool for pharmacology teaching in a large group setting and supported the incorporation of CBL into traditional DL teaching.

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“…Problembased learning (PBL) and case-based learning (CBL) have emerged as powerful tools in reforming traditional teaching methods. PBL in medical education uses the patient's problem as a stimulator for students to learn problem-solving skills while CBL is a group discussion-styled teaching approach based on analysis of authentic clinical cases (Tayem, 2013;Jackson, 2003;Donner & Bickley, 1993;Finucane, Johnson & Prideaux, 1998). PBL and CBL engage students in their own learning, focus on concrete scenarios like problems or cases, and emphasize the development of thinking skills (Hofsten, Gustafsson & Haggstron, 2010;Chan, Hsu & Hong, 2008;Hakkarainen, Saarelainen & Ruokamo, 2007).…”

Section: Introductionmentioning

confidence: 99%

Application of problem-based learning and case-based learning integrated method in the teaching of maxillary sinus floor augmentation in implant dentistry

Liu

et al. 2020

PeerJ

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Background Teaching of maxillary sinus floor augmentation (MSFA) is challenging for dental educators due to the varied sinus anatomy and high rate of complications. The method integrating problem-based learning and case-based learning (PBL-CBL method) may be more effective than the traditional teacher-centered method. The aim is to evaluate the efficacy of the PBL-CBL method in teaching MSFA. Materials & Methods Ninety-two students who received training between 2015 and 2017 at the Department of Implant Dentistry were divided randomly into an experimental group and a control group. Students in the experimental group were trained using the PBL-CBL method, while those in the control group were trained using the traditional teacher-centered method. After three months of training, a survey of the students’ opinions about the corresponding teaching method was carried out through a feedback questionnaire. A theory test was used to investigate the level of MSFA knowledge among the students. A case analysis was designed to test whether the students can apply the knowledge in solving new problems. Results Compared with the control method, the PBL-CBL method resulted in higher scores in both the theory test and the case analysis, and obtained a higher rate of satisfaction among the students. The difference in scores between the two methods were statistically significant (P < 0.01), Conclusion The PBL-CBL method resulted in better results regarding acquisition of academic knowledge, ability in case analysis and student satisfaction compared with the teacher-centered method. It may be a promising mode for teaching complex surgical techniques in implant dentistry and other dental fields.

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The Impact of Small Group Case-Based Learning on Traditional Pharmacology Teaching = أثر التعلم المبني على الحالات السريرية في مجموعات صغيرة لتدريس علم الأدوية على الطريقة التقليدية

Cited by 34 publications

References 13 publications

Modified case based learning: Our experience with a new module for pharmacology undergraduate teaching

Modified case based learning: Our experience with a new module for pharmacology undergraduate teaching

Case-Based Learning as an Effective Tool in Teaching Pharmacology to Undergraduate Medical Students in a Large Group Setting

Application of problem-based learning and case-based learning integrated method in the teaching of maxillary sinus floor augmentation in implant dentistry

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