scholarly journals Using digital pathology in competency based case scenarios as an efficient pathology learning platform

2021 ◽  
Vol 156 (Supplement_1) ◽  
pp. S107-S107
Author(s):  
R Saxena ◽  
T Ejutse ◽  
M Salzle ◽  
K Carnevale
Keyword(s):  
Learning Experience ◽  
Digital Pathology ◽  
Management Options ◽  
Problem Solving Skills ◽  
Learning Platform ◽  
Pathologic Features ◽  
Radiological Images ◽  
Case Based Learning ◽  
Case Based ◽  
Clinical Cases

Abstract Introduction/Objective Case-based learning has been utilized for implementation in learning pathological and clinical features of diseases in an integrated, facile manner for some time now. We applied certain novel technological advances to improve case-based learning - short clinical vignettes describing all pertinent pathologic features with the help of digital pathology images - including both negative and positive findings. The clinical cases combined with digital pathological and radiological images and labs were uploaded on Moodle platform for student access, to be followed later by an online interactive discussion via Zoom. Methods/Case Report Clinical cases meticulously woven with digital pathological and radiological images and labs were centralized on 3 fundamental competencies – disease processes, systemic pathology and diagnostic & therapeutic pathology. This was followed by corresponding Q-A session using the “breakout room” feature of Zoom to form a differential diagnosis, reach a final diagnosis and discuss appropriate management options. Students exited the breakout rooms after individual groupwork to return to the main Zoom session for final discussion. Novel web- based tools, social media assistance, and other online resources were utilized to enhance the online learning experience. Results (if a Case Study enter NA) Student feedback confirmed that our online instructional methodology was incredibly stimulatory, particularly in topics that were difficult to grasp using traditional pedagogical methods. Summative and formative assessments indicated performance gain, enhanced motivation, improved critical thinking and evolved ability to solve clinical cases. Drawbacks included irregular student participation, lack of face-to-face interaction, network issues and time differences. Conclusion Our pathology pedagogy provides flexibility and self-directed learning skills, while simultaneously covering the geographical limitations. This not only helps students in developing critical clinical reasoning, but also enables them to acquire life-long learning and problem-solving skills. The technique proved to be a powerful educational tool that facilitated an interactive learning experience beyond the classroom setting, with integration of multidisciplinary aspects in learning Pathology. Additionally, the communication competency was also covered during case discussion among students, promoting literary, verbal and team-working capabilities.

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.

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.

Case-based education: A strategy for contextualising journalism curriculum in East Africa

Journalism ◽  
2018 ◽  
Vol 21 (12) ◽  
pp. 1985-2005 ◽  
Author(s):  
Rhonda Breit
Keyword(s):  
Cognitive Flexibility ◽  
Curriculum Design ◽  
Learning Experience ◽  
Social Contexts ◽  
Curriculum Planning ◽  
East African ◽  
Problem Solving Skills ◽  
Digital Journalism ◽  
Master Of Arts ◽  
Case Based

This article explores a set of educational strategies used in a new Master of Arts in Digital Journalism aimed at strengthening the multimedia production skills of East African journalists. Drawing on constructivist theories of learning, the article argues that preparing journalism graduates for unknown futures requires curricula to be contextualised environmentally and cognitively. This has implications for both the process of curriculum planning and the strategies deployed in designing programmatic content and the learning experience. Citing the experiences of implementing a new Master of Arts in Digital Journalism in Kenya, the article describes an issues-framing process used to inform curriculum design to ensure the programme is environmentally relevant. It goes on to describe three innovative ways case-based education can be used to contextualise learning to ensure cognitive relevance. Integrating cases across and through the curriculum develops ‘cognitive flexibility’ in the form of advanced thinking and problem-solving skills. Such skills are essential for journalists to adapt to rapidly changing professional and social contexts. The outcome of this systematic approach to curriculum development is a flexible, spiral curriculum that promotes cognitive flexibility while addressing the discrete educational issues facing East African journalists. The approaches outlined might offer a replicable framework to maintain the environmental and cognitive relevance of journalism education in times of unrelenting change.

scholarly journals Does case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Bela Turk ◽  
Sebastian Ertl ◽  
Guoruey Wong ◽  
Patricia P. Wadowski ◽  
Henriette Löffler-Stastka
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Procedural Knowledge ◽  
Performance Outcomes ◽  
Multiple Choice Questions ◽  
Study Objective ◽  
Learning Platform ◽  
Case Based Learning ◽  
Case Based ◽  
Knowledge In Practice

Abstract Background Case-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. Ample data has shown CBL to be an enjoyable and motivational didactic tool, and effective in assisting the expansion of declarative and procedural knowledge in academia. Although a plethora of studies apply multiple choice questions (MCQs) in their investigation, few studies measure CBL or case-based blended learning (CBBL)-mediated changes in students’ procedural knowledge in practice or employ comparison or control groups in isolating causal relationships. Methods Utilizing the flexibilities of an e-learning platform, a CBBL framework consisting of a) anonymized patient cases, b) case-related textbook material and online e-CBL modules, and c) simulated patient (SP) contact seminars, was developed and implemented in multiple medical fields for undergraduate medical education. Additionally, other fields saw a solo implementation of e-CBL in the same format. E- cases were constructed according to the criteria of Bloom’s taxonomy. In this study, Objective Structured Clinical Examination (OSCE) results from 1886 medical students were analyzed in total, stratified into the following groups: medical students in 2013 (n = 619) before CBBL implementation, and after CBBL implementation in 2015 (n = 624) and 2016 (n = 643). Results A significant improvement (adjusted p = .002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min = 0, max = 25). Conclusion E-Case-Based Learning is an effective tool in improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

scholarly journals Proof of Concept: Game-Based Mobile Learning—The First Experience With the App Actionbound as Case-Based Geocaching in Education of Veterinary Neurology

2021 ◽  
Vol 8 ◽  
Author(s):  
Jasmin Nessler ◽  
Elisabeth Schaper ◽  
Andrea Tipold
Keyword(s):  
Undergraduate Students ◽  
Rating Scale ◽  
University Campus ◽  
Veterinary Education ◽  
Problem Solving Skills ◽  
Case Based Learning ◽  
The University ◽  
Real Patients ◽  
Case Based

Case-based learning is a valuable tool to impart various problem-solving skills in veterinary education and stimulate active learning. Students can solve imaginary cases without the need for contact with real patients. Case-based teaching can be well performed as asynchronous remote-online class. In time of the COVID-19-pandemic, many courses in veterinary education are provided online. Therefore, students report certain fatigue when it comes to desk-based online learning. The app “Actionbound” provides a platform to design digitally interactive scavenger hunts based on global positioning system (GPS)—called “bounds” —in which the teacher can create a case study with an authentic patient via narrative elements. This app was designed for multimedia-guided museum or city tours initially. The app offers the opportunity to send the students to different geographic localizations for example in a park or locations on the University campus, like geocaching. In this way, students can walk outdoors while solving the case study. The present article describes the first experience with Actionbound as a tool for mobile game-based and case-orientated learning in veterinary education. Three veterinary neurology cases were designed as bounds for undergraduate students. In the summer term 2020, 42 students from the second to the fourth year of the University of Veterinary Medicine Hannover worked on these three cases, which were solved 88 times in total: Cases 1 and 2 were each played 30 times, and case 3 was played 28 times. Forty-seven bounds were solved from students walking through the forest with GPS, and 41 were managed indoors. After each bound, students evaluated the app and the course via a 6-point numerical Likert rating scale (1 = excellent to 6 = unsatisfactory). Students playing the bounds outdoors performed significantly better than students solving the corresponding bound at home in two of the three cases (p = 0.01). The large majority of the students rated the course as excellent to good (median 1.35, range 1–4) and would recommend the course to friends (median 1.26, range 1–3). Summarizing, in teaching veterinary neurology Actionbound's game-based character in the context of outdoor activity motivates students, might improve learning, and is highly suitable for case-based learning.

scholarly journals Does Case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

2019 ◽  
Author(s):  
Bela Rui Turk ◽  
Sebastian Ertl ◽  
Guoruey Wong ◽  
Patricia P Wadowski ◽  
Henriette Loeffler-Stastka
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Procedural Knowledge ◽  
Performance Outcomes ◽  
Multiple Choice Questions ◽  
Study Objective ◽  
Learning Platform ◽  
Case Based Learning ◽  
Case Based ◽  
Knowledge In Practice

Abstract Background Case-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. Ample data has shown CBL to be an enjoyable and motivational didactic tool, and effective in assisting the expansion of declarative and procedural knowledge in academia. Although a plethora of studies apply multiple choice questions (MCQs) in their investigation, few studies measure CBL or case-based blended learning (CBBL)-mediated changes in students’ procedural knowledge in practice or employ comparison or control groups in isolating causal relationships. Methods Utilizing the flexibilities of an e-learning platform, a CBBL framework consisting of a) anonymized patient cases, b) case-related textbook material and online e-CBL modules, and c) simulated patient (SP) contact seminars, was developed and implemented in multiple medical fields for undergraduate medical education. Additionally, other fields saw a solo implementation of e-CBL in the same format. E- cases were constructed according to the criteria of Bloom’s taxonomy. In this study, Objective Structured Clinical Examination (OSCE) results from (n=619) medical students in 2013 before CBBL implementation, and after CBBL implementation in 2015 (n=624) and 2016 (n=643) were analyzed. Results A significant improvement (adjusted p=.002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min=0, max=25). Conclusion E-Case-Based Learning is an effective tool in increasing student satisfaction, improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

The Creation of a Collaborative, Case-Based Learning Experience in a Large-Enrollment Classroom

2021 ◽  
Vol 48 (1) ◽  
pp. 14-20
Author(s):  
Jordan D. Tayce ◽  
Ashley B. Saunders ◽  
Lisa Keefe ◽  
Jodi Korich
Keyword(s):  
Learning Experience ◽  
Case Based Learning ◽  
Large Enrollment ◽  
The Creation ◽  
Case Based

scholarly journals Stimulating Learning with Integrated Assessments in Construction Education

2014 ◽  
Vol 14 (3) ◽  
pp. 86-98 ◽  
Author(s):  
Imriyas Kamardeen
Keyword(s):  
Integrated Assessment ◽  
Course Design ◽  
Learning Experience ◽  
Learning Activity ◽  
Similar Degree ◽  
Construction Education ◽  
Study Approach ◽  
Case Based Learning ◽  
Case Based

Quality of learning students experience is heavily dependent on the effectiveness of course design. Assessments are a key component in course design and students determine their level of involvement in a learning activity based on whether it is assessed or not. Assessments are therefore a powerful tool that lecturers can utilise to drive learning. However, designing effective assessments to stimulate learning is challenging in the presence of disciplinary, contextual dimensions. A case study approach is adopted to demonstrate how effective integrated assessment schemes may be developed and implemented for construction education. The scheme in the case study amalgamated case-based learning, online quizzes and adaptive eTests to provide a variety of assessments, aligned with lecture topics and contemporary real-word scenarios. It was found that the presence of both formative and summative tasks in the assessment scheme complemented each other, kept students constantly motivated and engaged in learning, and resulted in a good learning experience for them. The study provide evidence, and valuable insights and tips for lecturers in similar degree programs as to how they could modify pedagogical styles in their courses for better learning experiences for students and improved teaching ratings for themselves. Keywords: Pedagogy, Integrated assessment, Case-based learning, Online quiz, Adaptive eLearning

Case-based learning in endocrine physiology: an approach toward self-directed learning and the development of soft skills in medical students

2013 ◽  
Vol 37 (4) ◽  
pp. 356-360 ◽  
Author(s):  
Shubhada Gade ◽  
Suresh Chari
Keyword(s):  
Problem Solving ◽  
Group Dynamics ◽  
Soft Skills ◽  
Medical Council ◽  
Self Directed Learning ◽  
Case Scenario ◽  
Problem Solving Skills ◽  
Case Based Learning ◽  
Directed Learning ◽  
Case Based

The Medical Council of India, in the recent Vision 2015 document, recommended curricular reforms for undergraduates. Case-based learning (CBL) is one method where students are motivated toward self-directed learning and to develop analytic and problem-solving skills. An overview of thyroid physiology was given in a didactic lecture. A paper-based case scenario of multinodular goiter was given to phase I Bachelor of Medicine, Bachelor of Surgery students in two sessions. An attitude survey of the students and teachers was done using a Likert scale ranging from strongly disagrees to strongly agree. A pretest and posttest were conducted. The students opined that CBL helped them to better their understanding of a particular topic, gave them better retention of knowledge, helped them to relate clinical conditions to basic sciences, improved soft skills such as communication skills and group dynamics, and promoted a better teacher-student relationship. There was significant improvement in student's performance when pre- and posttest scores were compared ( P = 0.018). Furthermore, faculty members opined that CBL promoted self-study and problem-solving abilities of the students. In conclusion, CBL motivates students toward self-directed learning and to develop analytic and problem-solving skills; thus, CBL could be beneficial for students' entry into clinical departments and, finally, in managing patients.

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