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

2015 ◽  
Vol 35 (4) ◽  
pp. 289-299 ◽  
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.

scholarly journals Promoting the Quality of Life of Elderly during the COVID-19 Pandemic

2021 ◽  
Vol 18 (13) ◽  
pp. 6813
Author(s):  
Chia-Jung Lee ◽  
Yen Hsu
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
Learning Experience ◽  
The Elderly ◽  
Learning Approach ◽  
Learning Center ◽  
Learning Centers ◽  
Technology Learning ◽  
The Impact

This study explored the technology learning model of the elderly in a senior learning center under the impact of the COVID-19 pandemic. Many senior learning centers were closed during the pandemic, and many of them adopted the mode of online education. However, problems such as decreased motivation and a lack of peer interaction still exist. To solve these problems, this study used the easy-to-implement calligraphy AR approach and E-book approach to conduct a quasi-experiment on the elderly of a calligraphy course offered by a senior learning center. The results show a higher learning motivation among the elderly who use calligraphy AR. The learning effectiveness and technology acceptance of the elderly in the E-book learning group were higher than those in the calligraphy AR group. The elderly mentioned that the E-book learning approach is more user-friendly. In general, in the face of the COVID-19 pandemic affecting the suspension of classes in senior centers, education through the development of technology has stimulated the growth of education in advanced learning centers. Through this kind of scientific and technological learning method, it will bring a whole new experience to the elderly. It can improve the stress relief methods, mental health, and quality of life of the elderly during the COVID-19 emergency shutdown, and provide a novel calligraphy technique learning experience for the elderly. Therefore, we believe that the calligraphy AR learning approach and the calligraphy E-book learning approach are practical and may promote quality of life and mental health of the elderly during the emergency closures due to COVID-19, providing elderly attendees with a novel calligraphy technology learning experience.

scholarly journals Application and practice of a step-by-step method combined with case-based learning in Chinese otoendoscopy education

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Fanqin Wei ◽  
Qiyang Sun ◽  
Zili Qin ◽  
Huiwen Zhuang ◽  
Guangli Jiang ◽  
...  
Keyword(s):  
Learning Experience ◽  
Step Method ◽  
Innovative Methods ◽  
Before And After ◽  
Case Based Learning ◽  
Group A ◽  
Clinical Thinking ◽  
Group B ◽  
Learning Interest ◽  
Case Based

Abstract Background Standardized training allows more physicians to master otoendoscopic surgery. However, the lecture-based learning (LBL) applied in otoendoscopy teaching may not be conducive to training students in clinical thinking and surgical ability. It is necessary to explore innovative methods for otoendoscopy teaching. This study aimed to determine the effect of a step-by-step (SBS) method combined with case-based learning (CBL) in otoendoscopy teaching. Methods Fifty-nine physicians who participated in otoendoscopy training were selected as the study subjects and randomly divided into two groups (A and B). Group A underwent training with the SBS & CBL method, while Group B underwent training with the LBL & CBL method. The effects of these two methods for otoendoscopy training were compared by evaluation of professional skills and questionnaires before and after the training. Results Proficiency in otoendoscopic anatomy and grades for both professional knowledge and otoendoscopic skills were significantly higher in Group A than in Group B(P < 0.05). In terms of learning interest, surgical ability, acting capacity during surgery, reducing surgical complications, and satisfaction with learning experience, all responses from Group A were better than those from Group B(P < 0.05). Conclusions The SBS & CBL method may help to improve ability in otoendoscopic surgery and clinical thinking and appears suitable for endoscopy teaching.

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

2017 ◽  
Vol 6 (2) ◽  
pp. 110 ◽  
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.

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

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

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

2020 ◽  
Vol 21 (4) ◽  
pp. 683-696
Author(s):  
Ilse Johanna Sistermans
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Problem Based Learning ◽  
Health Science ◽  
Learning Activities ◽  
Learning Approach ◽  
Competency Based Education ◽  
Case Based Learning ◽  
Competency Based ◽  
Case Based

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.

A problem‐/case‐based learning approach as an useful tool for studying glycogen metabolism and its regulation

2020 ◽  
Author(s):  
Ángel Luis García‐Ponce ◽  
Beatriz Martínez‐Poveda ◽  
Ángel Blanco‐López ◽  
Ana R. Quesada ◽  
Fernanda Suárez ◽  
...  
Keyword(s):  
Glycogen Metabolism ◽  
Learning Approach ◽  
Problem Case ◽  
Case Based Learning ◽  
Case Based

scholarly journals A Case Based Learning Model in Therapeutics

2012 ◽  
Vol 3 (4) ◽  
Author(s):  
Ângelo Jesus ◽  
Maria João Gomes ◽  
Agostinho Cruz
Keyword(s):  
Traditional Approach ◽  
Real Life ◽  
Higher Order Thinking ◽  
Traditional Learning ◽  
Learning Approach ◽  
Approach To Learning ◽  
Learner Centered ◽  
Case Based Learning ◽  
Case Based ◽  
Learning And Instruction

Nowadays, learning a Pharmaceutical Profession is an increasing challenge. Apart from traditional texts, lectures and self-guided individual learning, pharmaceutical educators are encouraged to find and implement ways to promote higher order thinking, collaborative learning and to increase students' motivation. One way of achieving these objectives is to complement traditional learning methods with the development and implementation of Case Based Learning (CBL), supported in real life situations. Methods regarding real problems stand in contrast to a more traditional approach to learning and instruction. They promote learner-centered, small group, interactive learning experiences, instead of large group, didactic, teacher-centered instruction. Developing such a learning approach can be a challenge. In this sense, it becomes relevant to promote and share experiences already underway and by doing so, disseminate knowledge in this field. It is our goal with this text to share our experience in the design and implementation of a Case Based Approach to Therapeutics.   Type: Idea Paper

A Case-Based Learning Approach for Teaching Undergraduate Veterinary Students about Dairy Herd Health Consultancy Issues

2009 ◽  
Vol 36 (1) ◽  
pp. 22-29 ◽  
Author(s):  
Xavier Malher ◽  
Nathalie Bareille ◽  
Jos P.T.M. Noordhuizen ◽  
Henri Seegers
Keyword(s):  
Dairy Herd ◽  
Learning Approach ◽  
Herd Health ◽  
Veterinary Students ◽  
Case Based Learning ◽  
Case Based
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