Resolving Space-Group-Choice Dilemma in Small-Molecule Crystallography for Chemistry Students Using Case-Based Learning Modules

2021 ◽  
Author(s):  
Yuyang Dong ◽  
Shao-Liang Zheng
Keyword(s):  
Small Molecule ◽  
Group Choice ◽  
Space Group ◽  
Chemistry Students ◽  
Learning Modules ◽  
Case Based Learning ◽  
Case Based

scholarly journals Field Test Results of Sex- and Gender-Specific Health Multimedia Case-Based Learning Modules

2019 ◽  
Vol 28 (12) ◽  
pp. 1755-1761
Author(s):  
Robert Casanova ◽  
Virginia Miller ◽  
Jongpil Cheon ◽  
Linda Gilmore ◽  
Rebecca Barron ◽  
...  
Keyword(s):  
Field Test ◽  
Sex And Gender ◽  
Test Results ◽  
Learning Modules ◽  
Case Based Learning ◽  
And Gender ◽  
Gender Specific ◽  
Case Based ◽  
Specific Health

scholarly journals Effect of Visualised Case-Based Learning Strategy On Students’ Academic Performance in Chemistry in Ibadan Metropolis, Nigeria

2021 ◽  
Vol 10 (1) ◽  
pp. 106-126
Author(s):  
Mabel Ihuoma Idika
Keyword(s):  
Transfer Of Learning ◽  
Learning Strategy ◽  
Instructional System ◽  
Instructional System Design ◽  
Design Development ◽  
Chemistry Students ◽  
Case Based Learning ◽  
Post Hoc ◽  
Senior Secondary ◽  
Case Based

This study investigated the effect of the use of visualized case-based learning (VCBL) strategy on chemistry students’ academic achievement. The theoretical framework for this study is based on Thorndike’s idea of transfer of learning. A sample of one hundred and forty-five (145) senior secondary school II chemistry students drawn from four intact classes in two local government areas of Ibadan metropolis, were used for the research. Three well validated instruments were used to collect data. The VCBL package was developed following the Smith and Ragan Instructional System Design (ISD) Model (1999). This model comprises four stages: namely, Analysis, Design, Development and Implementation/Evaluation. Data were analysed by means of inferential statistics (ANCOVA, EMM and Tukey’s post-hoc). Results showed that there is significant main effect of treatment on students’ achievement in Chemistry (F (2, 248) =17.539; p<0.05; η2=0.124); implying that the posttest scores of students’ achievement in achievement significantly differ between the treatment and conventional groups. It was concluded that VCBL strategy has the potential to enable students understand chemistry better by way of promoting transfer of learning. In light of this, implications were discussed and relevant suggestions made.     

scholarly journals Design and Implementation of the Sex and Gender Specific Health Multimedia Case-Based Learning Modules

2019 ◽  
Vol 10 (1) ◽  
pp. 166-176
Author(s):  
Jongpil Cheon ◽  
Sungwon Shin ◽  
Steven M. Crooks
Keyword(s):  
Gender Differences ◽  
Sex And Gender ◽  
Learning Modules ◽  
Design And Implementation ◽  
Case Based Learning ◽  
And Gender ◽  
Gender Specific ◽  
Sex And Gender Differences ◽  
Case Based ◽  
Specific Health

This case presents the design and implementation process of multimedia case-based learning modules for a Sex and Gender Specific Health (SGSH) education curriculum. The learning modules were designed to advance understanding of sex and gender differences, increase awareness of gender-specific health issues, and improve clinical knowledge of sex and gender evidence-based medicine. This paper describes the three phases of the project. In the first phase of planning, five diseases actively examined in the medical field were chosen to address sex and gender differences, and the instructional development team specifically adapted a case-based learning framework to provide more authentic and interprofessional learning op-portunities for health science trainees. In the second phase, learning modules were structured with multiple revisions incorporating multimedia case-based learning strategies, such as case movie trailers, expert guides, and case solutions. In the third phase, a number of decisions regarding module interface, case videos, and server management were made. Throughout the phases, the instructional designers resolved a number of issues, such as communication with subject matter experts (SMEs), consistency of learning materials, copyright, case movie production tool, closed captioning, server configuration, and dissemination. The design process and challenges described in this paper would be useful for others developing similar instructional materials in a healthcare environment.

scholarly journals A Quality Assurance Template for Revision of Case Based Learning Modules

2018 ◽  
Vol 10 (3) ◽  
pp. 47-56
Author(s):  
Scott Kohlert ◽  
◽  
Melanie Brulotte ◽  
Robert Bell ◽  
Jean Roy ◽  
...  
Keyword(s):  
Quality Assurance ◽  
Learning Modules ◽  
Case Based Learning ◽  
Case Based

Improving Case-Based Learning and Transfer Through Emotionally Rich Cases

2012 ◽  
Author(s):  
Chase E. Thiel ◽  
Lauren N. Harkrider ◽  
Shane Connelly ◽  
Lynn D. Devenport ◽  
Juandre Peacock
Keyword(s):  
Case Based Learning ◽  
Case Based

Application and Evaluation of Case-Based Learning as a Part of Early Clinical Exposure for Undergraduate Medical Education Program

2020 ◽  
Vol 5 (08) ◽  
pp. 284-288
Author(s):  
Vandana Daulatabad ◽  
Prafull K. ◽  
Dr. Surekha S. Kadadi-Patil ◽  
Ramesh S. Patil
Keyword(s):  
Medical Education ◽  
Research Centre ◽  
Muscle Physiology ◽  
Case Scenario ◽  
Clinical Exposure ◽  
Clinical Scenarios ◽  
Case Based Learning ◽  
Nerve Muscle ◽  
Case Based ◽  
Early Clinical Exposure

Introduction: Medical Education is witnessing a significant transition and global shift towards competency based medical education (CBME) which includes early clinical exposure (ECE) program to help students apply and correlate principles of preclinical subjects with clinical scenarios, in various forms and in a variety of settings. One of the easy and feasible methods of ECE being Case Based Learning (CBL), our study aimed to design a case scenario and to evaluate impact of case base learning as a part of ECE module in first year undergraduate medical teaching program in nerve muscle physiology. Methods: The present study was conducted in 96 students at Ashwini Rural Medical College Hospital and Research Centre, Solapur after obtaining institutional ethics committee approval. 3 hrs session of CBL was conducted for a case scenario on myasthenia gravis in the nerve muscle physiology module. The students’ responses on pre-test, post-test and their insights regarding the CBL were taken through a pre validated questionnaire using 5-point Likert scale. Results: High impact of CBL was seen as significant improvement in student’s performance. Maximum students felt CBL to be easy method of learning and was highly appreciated through their feedback. Conclusion: CBL was found to have positive impact on understanding and perception of topic. CBL helped students to understand, evaluate, analyze, diagnose and interpret the case, paving them towards newer approach of self-directed and vertical integrated learning. CBL is easier, feasible an effective method among other early clinical exposure methods as it involves students in deeper and self-directed active learning, encouraging and promoting them to reach higher levels of cognitive domain of Bloom’s taxonomy. This method will be very useful in its practical implementation during online classes for ECE module in the threat of COVID 19 situation as well.

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