scholarly journals Pharmacologic Management and Treatment of Osteoporosis: A Small Group Case‐Based Learning Activity

2021 ◽  
Vol 35 (S1) ◽  
Author(s):  
Bianca Nguyen ◽  
Gagani Athauda ◽  
Sanaz Kashan ◽  
Tracey Weiler ◽  
Rebecca Toonkel
Keyword(s):  
Small Group ◽  
Learning Activity ◽  
Treatment Of Osteoporosis ◽  
Group Case ◽  
Case Based Learning ◽  
Pharmacologic Management ◽  
Case Based

scholarly journals Osteoporosis: A Small-Group Case-Based Learning Activity

MedEdPORTAL ◽  
2021 ◽  
Author(s):  
Bianca Nguyen ◽  
Gagani Athauda ◽  
Sanaz B. Kashan ◽  
Tracey Weiler ◽  
Rebecca L. Toonkel
Keyword(s):  
Small Group ◽  
Learning Activity ◽  
Group Case ◽  
Case Based Learning ◽  
Case Based

scholarly journals Use of case-based or hands-on laboratory exercises with physiology lectures improves knowledge retention, but veterinary medicine students prefer case-based activities

2018 ◽  
Vol 42 (2) ◽  
pp. 182-191 ◽  
Author(s):  
Renee M. McFee ◽  
Andrea S. Cupp ◽  
Jennifer R. Wood
Keyword(s):  
Veterinary Medicine ◽  
Active Learning ◽  
Student Performance ◽  
Student Attitudes ◽  
Learning Activities ◽  
Learning Activity ◽  
Hands On ◽  
Case Based Learning ◽  
Survey Responses ◽  
Case Based

Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and would be more effective at helping them learn physiological concepts compared with more traditional laboratory exercises. In this study, approximately one-half of the laboratory sessions for the two-semester course were dedicated to traditional hands-on laboratory exercises, whereas the remaining one-half of the sessions were dedicated to case-based exercises. The lecture portion of the course was not altered. Student attitudes were evaluated after each session and at the end of each semester via quantitative and qualitative survey questions. Student performance was evaluated using section exams and end-of-semester posttests. The vast majority of survey responses received were positive for both cased-based activities and traditional hands-on laboratories. In addition, participation in both types of active learning activities, but not lecture, was associated with retention of conceptual knowledge based on student performance between the section exams and posttests ( P < 0.002). These results indicate that both case-based learning and laboratory exercises are beneficial learning activities to incorporate into a lecture-based physiology course. However, positive survey responses were significantly greater following case-based activities vs. traditional hands-on laboratories, and only participation in case-based activities resulted in greater student performance on the posttest ( P < 0.04). Therefore, case-based activities may be the preferred supplemental learning activity for veterinary medical physiology.

scholarly journals Influence of Tutors on Studentsʼ Perceptions of Small-group, Case-based Courses

1995 ◽  
Vol 70 (12) ◽  
pp. 1146-1151 ◽  
Author(s):  
Peter L. Schwartz ◽  
Anthony G. Egan ◽  
Christopher J. Heath
Keyword(s):  
Small Group ◽  
Group Case ◽  
Case Based

Students’ Perception of Teaching Methods in Pharmacology in a Malaysian Medical School

2016 ◽  
Vol 1 (1) ◽  
pp. 16
Author(s):  
Renu Agarwal ◽  
Nafeeza Mohd Ismail
Keyword(s):  
Small Group ◽  
Teaching Methods ◽  
Practice Teaching ◽  
Case Based Learning ◽  
Group Sessions ◽  
Computer Aided Learning ◽  
Self Learning ◽  
Self Administered Questionnaire ◽  
Future Practice ◽  
Case Based

Introduction: The study attempts to evaluate the students’ perception of pharmacology as a subject, its usefulness in future practice, teaching methods currently used, and their patterns of learning and preparing for exams. Methods: A structured, self-administered questionnaire was distributed to second year medical students. Results: Of the 125 students who participated, 22.73 % considered pharmacology more important than any other subject. The students found small group sessions most interesting followed by directed self-learning, computer aided learning and lectures. Of those who responded, 79 and 66 % suggested to increase the small group and directed-self-learning sessions respectively. Up to 40 % of the students felt that pharmacology teaching must be through case-based discussions and 20 % requested for more practical sessions. Conclusions: It appears that majority of students entering the medical schools has little prior knowledge of pharmacology. While going through the preclinical years they understood the importance of pharmacology and its application in future practice, however, they tend to develop interest in one or other topics. Students prefer to have a greater number of small group sessions as they feel that these sessions are most useful for learning. Majority of the students tend to use both the textbooks and lecture notes and study regularly for better performance in examinations. The students also preferred to have more case-based learning sessions incorporated into the small group sessions.

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

scholarly journals Scaffolding medical student knowledge and skills: team-based learning (TBL) and case-based learning (CBL)

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Annette Burgess ◽  
Elie Matar ◽  
Chris Roberts ◽  
Inam Haq ◽  
Lucy Wynter ◽  
...  
Keyword(s):  
Small Group ◽  
Clinical Reasoning ◽  
Teaching Methods ◽  
Medical Curriculum ◽  
Group Learning ◽  
Small Group Learning ◽  
Team Based Learning ◽  
Case Based Learning ◽  
Clinical Reasoning Skills ◽  
Case Based

Abstract Background Two established small-group learning paradigms in medical education include Case-based learning (CBL) and Team-based learning (TBL). Characteristics common to both pedagogies include the use of an authentic clinical case, active small-group learning, activation of existing knowledge and application of newly acquired knowledge. However, there are also variances between the two teaching methods, and a paucity of studies that consider how these approaches fit with curriculum design principles. In this paper we explore student and facilitator perceptions of the two teaching methods within a medical curriculum, using Experience based learning (ExBL) as a conceptual lens. Methods A total of 34/255 (13%) Year 2 medical students completed four CBLs during the 2019 Renal and Urology teaching block, concurrent to their usual curriculum activities, which included weekly TBLs. Questionnaires were distributed to all students (n = 34) and CBL facilitators (n = 13). In addition, all students were invited to attend focus groups. Data were analysed using descriptive statistics and thematic analysis. Results In total, 23/34 (71%) of students and 11/13 (85%) of facilitators completed the questionnaires. Twelve students (35%) participated in focus groups. Findings indicate their experience in CBL to be positive, with many favourable aspects that built on and complemented their TBL experience that provided an emphasis on the basic sciences. The learning environment was enriched by the CBL framework that allowed application of knowledge to solve clinical problems within the small groups with consistent facilitator guidance and feedback, their capacity to focus discussion, and associated efficiencies in learning. Conclusion While the TBL model was integral in developing students’ knowledge and understanding of basic science concepts, the CBL model was integral in developing students’ clinical reasoning skills. The strengths of CBL relative to TBL included the development of authentic clinical reasoning skills and guided facilitation of small group discussion. Our findings suggest that delivery of a medical curriculum may be enhanced through increased vertical integration, applying TBL in earlier phases of the medical program where the focus is on basic science principles, with CBL becoming more relevant as students move towards clinical immersion.

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