Integrating competency-based education with a case-based or problem-based learning approach in online health sciences

AbstractIn the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant competencies and skills. In response, a growing number of higher educational institutions is introducing competency-based education. This is particularly true for health science programs, which have a tradition of applying a case-based or problem-based learning approach. The effort to merge a problem- or case-based online learning approach with competency-based education offers various opportunities, while facing numerous challenges. To support these efforts, this paper aims at identifying suitable practices, as well as challenges for online course design and online learning activities for higher education health science programs, when integrating competency-based education with an online problem-based and/or case-based learning approach. It found various opportunities for online learning activities that support competency-based education, problem-based learning and case-based learning, whereas challenges relate to logistics, administration, and the affordances of an LMS.

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A Framework for the Design of Online Competency-Based Education to Promote Student Engagement

Student Engagement and Participation ◽

10.4018/978-1-5225-2584-4.ch010 ◽

2018 ◽

pp. 203-220

Author(s):

Robin Colson ◽

Atsusi Hirumi

Keyword(s):

Higher Education ◽

Online Learning ◽

Student Engagement ◽

Adult Learners ◽

Educational Experiences ◽

Competency Based Education ◽

Instructional Technique ◽

Competency Based ◽

Non Traditional Students ◽

High Level

Advances in technology offer opportunities for many varieties of online learning but much online learning design is based on past practices and technologies (Hirumi, 2013). This practice could prove to be particularly detrimental for competency-based education (CBE) given its unique profile as a form of online learning that is self-driven and asynchronous. Furthermore, the majority of CBE students in higher education are non-traditional adult learners who require a high level of support and engagement from their educational experiences. One instructional technique that has proven to be effective for promoting student engagement in online learning is interaction (Wang, Chen, & Anderson, 2014; Hirumi, 2006; Anderson, 2003). This chapter draws from Hirumi's (2002, 2006, 2013) framework for designing interaction in online learning courses to provide suggestions for creating online CBE instruction that engages and motivates non-traditional students in higher education.

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A Framework for the Design of Online Competency-Based Education to Promote Student Engagement

Handbook of Research on Competency-Based Education in University Settings - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0932-5.ch009 ◽

2017 ◽

pp. 168-185

Author(s):

Robin Colson ◽

Atsusi Hirumi

Keyword(s):

Higher Education ◽

Online Learning ◽

Student Engagement ◽

Adult Learners ◽

Educational Experiences ◽

Competency Based Education ◽

Instructional Technique ◽

Competency Based ◽

Non Traditional Students ◽

High Level

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Does the Use of Case-based Learning Impact the Retention of Key Concepts in Undergraduate Biochemistry?

International Journal of Higher Education ◽

10.5430/ijhe.v6n2p110 ◽

2017 ◽

Vol 6 (2) ◽

pp. 110 ◽

Cited By ~ 6

Author(s):

Genevieve Newton ◽

Verena Kulak ◽

Rahul Sharma

Keyword(s):

Deep Learning ◽

Retention Test ◽

Knowledge Retention ◽

Learning Approach ◽

Final Exam ◽

Key Concepts ◽

Factor Study ◽

Case Based Learning ◽

Study Process ◽

Case Based

Objective: Enhanced knowledge retention and a preference towards a deep learning approach are desirable pedagogical outcomes of case-based learning (CBL). The CBL literature is sparse with respect to these outcomes, and this is especially so in the area of biochemistry. The present study determined the effect of CBL vs. non CBL on knowledge retention in an undergraduate biochemistry course; it also investigated associations of learning approach, age and gender.Methods: We used the Revised Two-Factor Study Process Questionnaire, a retention test, final exam grades and other demographic information to statistically compare academic outcomes of students subjected to either CBL or non-CBL active learning techniques.Results: We showed that students exposed to CBL in a second year course performed significantly better on a retention test conducted nine months after the final exam, and that there was a positive correlation between a deep learning approach and higher retention scores. We did not find an association between gender and age with the retention of biochemistry concepts.Conclusions: Our findings suggest that use of CBL in undergraduate biochemistry education may confer benefits in terms of retention of knowledge of key concepts.

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Novel case‐based learning approach to integrate basic and clinical sciences

The FASEB Journal ◽

10.1096/fasebj.24.1_supplement.444.3 ◽

2010 ◽

Vol 24 (S1) ◽

Author(s):

David B Averill ◽

Aidi Yin ◽

Richard Miller ◽

Buxbaum Engelbert ◽

Bruce E Wright

Keyword(s):

Learning Approach ◽

Case Based Learning ◽

Case Based

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What Ifs and Multi-directional symptoms PBL cases: two simple and functional adjuncts to problem-based learning materials

International Journal of Innovation in Science and Mathematics Education ◽

10.30722/ijisme.27.08.005 ◽

2019 ◽

Vol 27 (8) ◽

Author(s):

Jeff Schwartz

Keyword(s):

Medical Education ◽

Clinical Reasoning ◽

Problem Based Learning ◽

New Materials ◽

Learning Materials ◽

Case Based Learning ◽

Patient Presentation ◽

Case Based ◽

Management Issues

Although problem-based learning (PBL) is widely used in medical education for its many virtues, a number of deficiencies exist. As means of enhancing the experience of PBL for students, two relatively simple adjuncts to PBL are presented. What Ifs are short hypothetical scenarios, appended to the end of a PBL case, that require students to revisit elements of the PBL case just completed and apply their newly acquired knowledge to clinical reasoning in an altered scenario or to explore anew another dimension of the PBL case. Multi-directional symptoms PBL cases are cases where a common presenting symptom, rather than a specific pathology, is the focus of the PBL case and, following a core narrative of the initial patient presentation, a series of independent continuation narratives with appropriate histories, examination findings and investigation results, lead students to divergent diagnoses and management issues. In addition to keeping the PBL process fresh by rotating new materials regularly, these adjuncts extend the PBL process in the direction of case-based learning.

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Higher Education Students and Covid-19: Challenges and Strategies in facing Online Learning

JPI (Jurnal Pendidikan Indonesia) ◽

10.23887/jpi-undiksha.v10i3.31039 ◽

2021 ◽

Vol 10 (3) ◽

pp. 396

Author(s):

Anang Fathoni ◽

Ali Mustadi ◽

Wahyu Kurniawati

Keyword(s):

Higher Education ◽

Online Learning ◽

Data Analysis ◽

Significant Influence ◽

Learning Strategy ◽

Learning Activities ◽

Education Students ◽

Integration Of Technology ◽

The World ◽

Negative Impacts

The emergence of Covid-19 has had a significant influence on the world of education. Even though the emergence of Covid-19 has accelerated the integration of technology in learning, there are still negative classroom learning impacts. This study aims to explore student experience in online learning in the Covid-19 Pandemic period; describe the negative impacts and obstacles that arise in online learning; and describe student strategies in online learning. This research is qualitative in the type of case studies. Data were collected through open questionnaires and interviews with participants of 20 students. Data analysis was accomplished with Bogdan and Biklen models through reduction, searching for sub-themes, and seeking relationships between sub-themes to obtain the conclusion. The results of this study show that learning in the Covid-19 pandemic period has not been fully optimally done. In addition, students also get physical and mental impacts during online learning. Furthermore, students get barriers to signals, learning environment, and learning activities with lecturers online. However, students have a varied learning strategy to minimize obstacles and negative impacts of online learning.

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Case-Based Learning on Web in Higher Education: A Review of Empirical Research

Creative Education ◽

10.4236/ce.2012.38b007 ◽

2012 ◽

Vol 03 (08) ◽

pp. 31-34 ◽

Cited By ~ 4

Author(s):

Danucha Saleewong ◽

Praweenya Suwannatthachote ◽

Supattra Kuhakran

Keyword(s):

Higher Education ◽

Empirical Research ◽

Case Based Learning ◽

Case Based

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Evaluation of a pilot interprofessional education programme for eating disorder training in mental health services

Irish Journal of Psychological Medicine ◽

10.1017/ipm.2015.61 ◽

2015 ◽

Vol 35 (4) ◽

pp. 289-299 ◽

Cited By ~ 1

Author(s):

S. McDevitt ◽

V. Passi

Keyword(s):

Mental Health ◽

Eating Disorders ◽

Interprofessional Education ◽

Positive Impact ◽

Learning Experience ◽

Outcome Evaluation ◽

Clinical Activity ◽

Learning Approach ◽

Case Based Learning ◽

Case Based

ObjectiveTo evaluate the effectiveness of an Interprofessional Education (IPE) programme in eating disorders for mental health practitioners using a case-based learning approach.MethodsA total of 25 mental health clinicians were asked to evaluate their IPE programme as part of training for the National Clinical Programme in Eating Disorders. They completed a Readiness for Interprofessional Learning Scale (RIPLS), a learner reaction questionnaire after each session and a final open evaluation at 4 months. Non-parametric statistical analysis was employed to analyse learner attitudes and reactions, and qualitative information was coded.ResultsA total of 23 (92%) clinicians from five disciplines participated. Baseline attitudes towards IPE were positive on all RIPLS subscales, and those with prior IPE experience had most positive views as to its benefits for teamwork and patient care (p=0.036). Learner reactions on content, delivery, outcome and structure indicated that individual learning experience was strongly positively endorsed. Change in clinical practice behaviour was reported in terms of communication, clinical activity, outcome evaluation and confidence. Barriers included other demands on time, organisational support, not having enough patients or co-workers to practice skills, and knowledge differentials between learners.ConclusionsIPE using a case based learning approach is an effective and acceptable means of developing specialist training across existing service, team and professional boundaries. It has potential for positive impact on knowledge, clinical behaviour and service delivery. Recommendations include the introduction of IPE group guidelines, wider circulation of learning points and content, and the use of self-competency ratings and reflective logs.

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