Comparison of effectiveness of case‐based teaching and traditional teaching method in preparing students for board exam USMLE Step 1

2020 ◽  
Vol 34 (S1) ◽  
pp. 1-1
Author(s):  
Abraham R.J. Nayakanti ◽  
Sireesha Bala Arja ◽  
Sateesh Babu Arja
Keyword(s):  
Teaching Method ◽  
Traditional Teaching ◽  
Board Exam ◽  
Usmle Step 1 ◽  
Usmle Step ◽  
Comparison Of Effectiveness ◽  
Case Based

What is Problem-Based Learning?

2006 ◽  
pp. 25-43
Author(s):  
Lorna Uden ◽  
Chris Beaumont
Keyword(s):  
Problem Solving ◽  
Teaching Method ◽  
Complex Mixture ◽  
Problem Based Learning ◽  
Learning Objectives ◽  
Traditional Teaching ◽  
Teaching Philosophy ◽  
Problem Solving Skills ◽  
Traditional Teaching Methods ◽  
Case Based

Employers today are demanding communication, team, and problem-solving skills. Few of these skills are evident in the classroom, as students memorise facts for regurgitation. According to Vernon and Blake (1993), problem-based learning is more than a teaching method. It is a complex mixture of general teaching philosophy, learning objectives, and goals. PBL is an instructional approach that uses problems as a context for students to acquire problem-solving skills and knowledge. This chapter describes the shift from traditional teaching methods to PBL. It discusses the characteristics of PBL and explains how it differs from other approaches, such as case-based, project-based, and lecture-based approaches.

scholarly journals The Application of a Case-based Social-Media-Assisted Teaching Method in Cariology Education：A Comparative Study (Preprint)

2021 ◽  
Author(s):  
Li Li ◽  
Xiaobin Liu ◽  
Zeyuan Chen ◽  
Liyuan Wang ◽  
Xiaoli Lian ◽  
...  
Keyword(s):  
Social Media ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Cavity Preparation ◽  
Evaluation Scores ◽  
Questions And Answers ◽  
Skill Evaluation ◽  
Experimental Group ◽  
Case Based

BACKGROUND The current cariology education based on the traditional teaching method faces a lot of challenges. Meanwhile, the COVID-19 pandemic causes an unprecedented disruption in medical education and healthcare systems worldwide. Innovative teaching mode of Cariology education is required to change the situation. OBJECTIVE To evaluate the application effects of a case-based social-media-assisted teaching method in cariology education. METHODS Dental students of Class 2019 and Class 2018 were enrolled into the experimental group and the control group, respectively. A case-based social-media-assisted teaching method was used in the experimental group, which included pre-class activity via social media, additional discussion and practice process record in class, and questions and answers via the platform after class. The traditional teaching method was used in the control group, which was conventional preparation before class, traditional lectures and demonstrations, followed with students practice in class, and questions and answers step after class. The teaching materials were the same in both groups. At the end of the program, students from both groups took cavity preparation skill evaluation tests. Questionnaires were tested on the case-based social-media-assisted teaching group students anonymously. All data were analyzed using the SPSS statistical software. RESULTS The students cavity preparation skill evaluation scores was 82.51±6.82 in the experimental group while 77.19±5.98 in the control group (P<.05). The questionnaire response rate was 100%. Of those, 94.3% of the students recommended the case-based social-media-assisted teaching method in cariology education. The majority of the participants agreed that it helped them memorize the theoretical knowledge of cariology, facilitated in-depth discussion, improved their enthusiasm and initiative in learning, and enhanced the relationship between teachers and students (98.1%). They also recognized that the classroom atmosphere was active (88.7%). CONCLUSIONS The case-based social-media-assisted teaching method was beneficial in terms of learning, as demonstrated by the statistically significant improvement of the cavity preparation skill evaluation scores and satisfaction from attended students. It could be used to supplement the teaching of cariology.

scholarly journals Using an OSCE Protocol in Evaluating Teaching Effectiveness of the CBL Teaching Method in Clinical Practice

2021 ◽  
Author(s):  
Shanshan Li ◽  
Junrong Wang ◽  
Boyi Yang ◽  
Wei Jiang
Keyword(s):  
Teaching Effectiveness ◽  
Assessment Tool ◽  
Teaching Method ◽  
Objective Structured Clinical Examination ◽  
Traditional Teaching ◽  
Teaching Group ◽  
Medical Program ◽  
Case Based Learning ◽  
Case Based ◽  
Better Than

Abstract Background: With the continuing growth of learning resources, it is important to explore and analyze the effectiveness of a teaching method. Case-based learning (CBL) is defined in a number of ways depending on the discipline and type of ‘case’ employed. Objective Structured Clinical Examination (OSCE), a more objective and comprehensive assessment tool which could be used to evaluate clinical operation skills of clinical medical staff and students. Objectives: To determine the effectiveness of CBL, in terms of students’ feedback and formative OSCE grades.Method: In the Chinese eight-year medical program practice stage, CBL teaching is carried out, and the results of OSCE are used to evaluate the effect of CBL teaching. The eight-year internship students were randomly divided into the traditional teaching group (TT group) (n=26) and the CBL group (n=24). Result: The scores of the CBL group in the ability to collect medical history, operation of basic skills, test bank answers were all statistically better than those of TT group (p <0.05). The physical examination ability score in CBL group was higher than the TT group but was not statistical different (p>0.05).Conclusion: The results showed that the performance of the CBL teaching group was better than that of the TT group. The OSCE assessment is objective and comprehensive, but lacks analysis of abilities such as literature review, English skills and problems encountered in CBL teaching, which still needs further study to better promote CBL teaching.

Objective Strategies and Recommendations in the Era of the Binary USMLE Step 1 Score

2021 ◽  
Vol 265 ◽  
pp. 11-12
Author(s):  
Zain Aryanpour ◽  
Shivani Ananthasekar ◽  
Carter J. Boyd
Keyword(s):  
Usmle Step 1 ◽  
Usmle Step

scholarly journals Effects of Student Teams-Achievement Divisions Cooperative Learning with Models on Students’ Understanding of Electrochemical Cells

2016 ◽  
Vol 9 (11) ◽  
pp. 104 ◽  
Author(s):  
Ataman Karacop
Keyword(s):  
Cooperative Learning ◽  
Teaching Method ◽  
Teacher Education Program ◽  
Science Teacher Education ◽  
Control Group ◽  
Electrochemical Cells ◽  
Traditional Teaching ◽  
Learning Group ◽  
Student Teams ◽  
Undergraduate University Students

<p class="apa">The aim of this study was to determine the effect of Student Teams-Achievement Divisions cooperative learning with models on academic achievements of undergraduate university students attending classes in which the electrochemical cells. The sample of research was comprised of 70 students from first class of science teacher education program during the academic year 2014-2015. The data obtained by the Electrochemistry Achievement Test (EcAT). The study was carried out in three different groups. The research groups were randomly assigned as the cooperative learning with models group (CLMG), the cooperative learning group (CLG), and the control group (CG). The data obtained by the instrument was evaluated through descriptive statistics, one–way ANOVA, and ANCOVA. The results indicated that teaching electrochemical cells via STAD with Model method was more effective than the traditional teaching method and only STAD in increasing academic achievement. In addition, according to the EcAT results, students’ high levels of misunderstanding show that there are indicative of some deficiencies in teaching of the electrochemical cells in the molecular level.</p>

scholarly journals Racial Bias in Using USMLE Step 1 Scores to Grant Internal Medicine Residency Interviews

2001 ◽  
Vol 76 (12) ◽  
pp. 1253-1256 ◽  
Author(s):  
Michael B. Edmond ◽  
Jennifer L. Deschenes ◽  
Maia Eckler ◽  
Richard P. Wenzel
Keyword(s):  
Internal Medicine ◽  
Racial Bias ◽  
Internal Medicine Residency ◽  
Usmle Step 1 ◽  
Usmle Step

scholarly journals Design of English Multimedia Teaching System Based on Diversification Theory

2017 ◽  
Vol 12 (01) ◽  
pp. 119 ◽  
Author(s):  
Minsheng Lou
Keyword(s):  
Resource Allocation ◽  
Teaching Method ◽  
Multimedia Technology ◽  
Traditional Teaching ◽  
System Framework ◽  
Learning Resource ◽  
Teaching System ◽  
Teaching Activities ◽  
English Teaching ◽  
Multimedia Teaching

Based on the diversification theory, this paper designed a multimedia technology-based English teaching system framework which is used to assist English teaching in classroom. The whole system framework consists of two parts: the part of learning resource allocation and the part of English teaching activities. Learning resource allocation is mainly to expand English learning materials from the traditional printed resources to audios, videos, animations and other forms of resources; the use of multimedia resources for teaching activities is achieved mainly through the English speech teaching and lecturing device designed with the function of playing multimedia files. In order to test the application effect of multimedia technology in English teaching, this paper chose the public course of “Vocational English” as the experimental content, and compared the effect of respectively using multimedia technology to teach freshmen of Grade 2016 and adopting the traditional teaching method to teach students of Grade 2015. The outcome shows that the use of multimedia technology in English teaching can improve students’ interest in learning, reduce their pressure of learning English, and enhance their sense of accomplishment in learning, indicating that multimedia-assisted teaching can effectively improve English teaching results.

scholarly journals The Fellowship Competitiveness Index: A Novel Way to Estimate Admission Competition into Internal Medicine Subspecialties

2019 ◽  
Author(s):  
Huynh Wynn Tran ◽  
Russell W. De Jong ◽  
Quinto Gesiotto
Keyword(s):  
Internal Medicine ◽  
Infectious Disease ◽  
Critical Care ◽  
Valid Measure ◽  
Medical Graduates ◽  
Multiple Factors ◽  
Physician Compensation ◽  
Salary Increase ◽  
Usmle Step 1 ◽  
Usmle Step

Abstract Background The competitiveness of internal medicine (IM) fellowships have not been well studied. Our novel competitiveness metric aims to estimate IM subspecialty fellowships entry competitiveness in a single, concise number that is easily accessible and understandable. Through this we hope to offer assistance to prospective fellowship applicants in making an educated and realistic fellowship choice. Methods Fellowship filled percentages, the percentage of applications from US medical graduates (USMGs), average matriculating USMLE Step 1 scores, and average post-fellowship salary were used to construct our metric. Procedural specialties included cardiology, pulmonary/critical care, and gastroenterology. Non-procedural specialties included hematology/oncology, rheumatology, endocrinology, infectious disease, and nephrology. Data were gathered from the National Resident Matching Program (NRMP) 2009 - 2018 reports, Medscape’s Physician Compensation Reports, and other sources used to corroborate salaries. Results 2018 procedural FCI (25.92) was higher than non-procedural (15.61). Cardiology (FCI 28.72, salary $423,000, Step 1 237.67) was the most competitive field. Hematology/oncology leads non-procedural fields in FCI (28.02), USMG percentage (60%), and salary ($363,000). Nephrology fill rates have declined from 94.8% to 60.1% despite 32% salary increase, giving it the lowest FCI (7.04). Conclusions Calculations show procedural specialties are most competitive, with cardiology at the top. Hematology/oncology leads non-procedural fields and is approaching procedural competitiveness, as evidenced by multiple factors that rival or surpass gastroenterology and pulmonary/critical care. We believe that this metric is a simple, accessible, and valid measure of competitiveness of fellowship entry and with further manipulation can be generalized to residency competitiveness.

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