scholarly journals Case based learning as a dynamic approach towards learning oral pathology.

2021 ◽  
Author(s):  
Ashish Shrestha ◽  
Vinay Marla ◽  
Jyotsna Rimal ◽  
Sushmita Shrestha ◽  
Shashi Keshwar ◽  
...  
Keyword(s):  
Learning Environment ◽  
Oral Pathology ◽  
Dental Students ◽  
Post Intervention ◽  
Effective Learning ◽  
Learning Group ◽  
Significant Difference ◽  
Case Based Learning ◽  
Essay Question ◽  
Case Based

Introduction: Oral pathology comprises of extensive teaching-learning of histopathology. Teaching histopathology is always challenging more when numerous histopathology slides are involved. There is lack of interest among the students and also face challenges to correlate with the clinical presentation. For effective learning, need for a method which is interactive and helps create clinico pathological correlation was felt. This study was designed to assess the impact and feasibility of case-based learning in routine teaching among dental students. Methods: A cross sectional study was conducted among 58 undergraduate dental students, wherein a case-based learning method was introduced in the practical classes. Thirty students were randomly selected as case based learning and remaining as conventional group. Multiple paper-based cases on oral cancer was designed and used for the case based learning group of students. A self-designed pre and posttest interventional tools along with post intervention assessment using modified essay question was designed and applied. Results: Significant difference in the scores between pre and post intervention questionnaire was observed among the case-based learning group (p<0.0001), however non-significant among the conventional. Similarly, significant difference in the scores of modified essay question was observed between the study groups. Majority of the students among the case-based learning group agreed that it benefitted their personal, professional and communicative skills. The students expressed their enthusiasm in learning with this method and suggested to apply it more often. Discussion: Case-based learning is an effective method and incorporation of it on a regular basis could help favor an effective learning environment. Keywords: case-based learning, dental students, learning environment, oral pathology

Evaluation of Efficacy of Online Case Based Learning as a Teaching Learning Tool in Undergraduate Oral Pathology Course

2021 ◽  
Vol 6 (1) ◽  
pp. 1341-1345
Author(s):  
Bijayata Shrestha ◽  
Sushil Subedi ◽  
Ujjwal Koirala ◽  
Ishwori Sharma Paudel ◽  
Sabita Paudel
Keyword(s):  
Oral Pathology ◽  
Mean Value ◽  
Dental Students ◽  
Multiple Choice Questions ◽  
Online Questionnaire ◽  
Learning Group ◽  
Post Test ◽  
Case Based Learning ◽  
Online Lecture ◽  
Case Based

Introduction: COVID-19 had enforced educational institutes to adopt online learning. Objectives: This study was designed to compare the learning outcome of online case and online lecture based learning in the undergraduate Oral pathology module of our institute and to compare the perception of students towards the course atiended. Methodology: The 3rd year dental students (N=25) were split into – online case based learning (A1=6, A2=6) and online lecture based learning groups (B=13) randomly. An online multiple choice questions tests were conducted before and after the interventions. An online questionnaire based survey was conducted to evaluate students' perceptions toward the course attended. The statistical analysis was done using paired t test and Mann Whitney U test. Results: Online case based learning was found to be a more effective learning method than online lecture based learning group (online case based learning post test mean rank=16, online lecture based learning post test mean rank=9.54, P=0.026). Significantly more students in the online case based learning group had positive perception towards the course atiended (online lecture based learning; mean value =2.5+/- 0.54, online case based learning; mean value =2.87+/-0.2, P=0.041). Conclusion: Online case based learning should be integrated in Oral Pathology curriculum amidst such pandemics when onsite classes are not possible.

scholarly journals Evaluating The Effectiveness of Gastroenterology e-Module for Undergraduate Medical Students, A Pilot Study From Syria

2021 ◽  
Author(s):  
Bashar Almasri ◽  
Mayssoon Dashash
Keyword(s):  
Medical Students ◽  
Undergraduate Medical Students ◽  
Effective Learning ◽  
Learning Experiment ◽  
Self Confidence ◽  
Online Lectures ◽  
Significant Difference ◽  
Case Based Learning ◽  
E Learning ◽  
Case Based

Abstract BackgroundE-learning is an aspect of the practical application of pedagogy. Most students find it an entertaining and effective learning method. Also, case-based learning is related to pedagogy and is an interactive and enjoyable experiment for students. In Syrian medical schools, Gastroenterology teaching is depending on traditional teacher-centered style, passively affecting learning outcomes and imposing the search for other up-to-date alternatives. The study aimed to evaluate the effectiveness of a case-based, E-Module of gastroenterology in fulfilling desired outcomes, and to evaluate students' satisfaction with the e-learning experiment, their self-confidence improvement, and their perception of the experiment's obstacles. Methods13 undergraduate medical students were enrolled. A pretest was conducted, then they participated in 6 synchronous online lectures, and 6 asynchronous lectures which were subjects to the discussion. Students then took a posttest and answered a questionnaire composed of 15 questions measuring their satisfaction with the experiment, self-confidence improvement, and obstacles they faced. ResultsThe mean students' degrees in the pretest was 41.5%, while it was 66.8% in the posttest with a statistically significant difference. There was no statistical difference in posttest between students' answers regarding synchronous lectures compared with asynchronous ones. The best results were related to students' perception of self-confidence improvement after the e-learning experiment.ConclusionsE-learning plays an important role regarding students' level of knowledge improvement. Most of the participants show satisfaction with their knowledge and self-confidence improvement after the E-learning experiment.

Perception about Case Based Learning among Medical Students of a Public Sector Medical University in Karachi

2020 ◽  
Author(s):  
Ghazala Usman
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Educational Background ◽  
Small Group Teaching ◽  
First Semester ◽  
Significant Difference ◽  
Case Based Learning ◽  
Medical University ◽  
Case Based

Background: There has been a shift in medical education from didactic teaching to small group teaching which stresses on the importance of student active participation in problem-solving and critical thinking. We aimed to evaluate perception about Case based learning (CBL) as a learning strategy among medical students. Methods: A cross-sectional study was conducted in Jinnah Sindh Medical University, Karachi. A structured questionnaire was distributed to 300 male and female students of 1st and 3rd semester, MBBS. Data was entered and analyzed by using Statistical Package of Social Sciences (SPSS) version 25. The Independent Samples t-test was used and p<0.05 was considered statistical significant. Results: We reported an increase in the perception regarding CBL from Cambridge students and a reduced scoring of CBL in the non-Cambridge group (P>0.05). There was a significant difference in the perception score about CBL obtained from O-Level students (34.1±4.4) and Matric systems (35.8±2.9)(p=0.02) in the first semester, however, it was not significant in the 3rd semester (p>0.05). A significant difference between the A-Level (33.3±5.4) and intermediate (35.8±2.8) college systems was observed regarding the opinion about CBL (p=0.009) in the first semester as compared to third semester but statistically insignificant. Conclusion: Students tend to have better perception about CBL at the entry level. The educational background of students influences the perception. However, learning environment and quality of facilitation may influence their perception and opinion regarding CBL. It is therefore critical to consider the quality of facilitations and learning environment along with CBL.

Introduction to case-based learning: An attempt to integrate topics in biochemistry

2021 ◽  
Vol 0 ◽  
pp. 1-5
Author(s):  
Sukhraj Kaur ◽  
Ritu Sharma
Keyword(s):  
Medical Curriculum ◽  
Case Histories ◽  
Self Directed Learning ◽  
Innovative Teaching ◽  
Institutional Ethics ◽  
Significant Difference ◽  
Post Test ◽  
Case Based Learning ◽  
Teaching Learning ◽  
Case Based

Objectives: Biochemistry is one of the foundation sciences in the medical curriculum, which has immense importance in understanding the future clinical sciences, but it is generally considered to be a subject of just countless biochemical structures, pathways, and reactions. Conventionally, it was taught by means of didactic lectures, tutorials, and practical classes. These days, the education system is changing to a student-centered teaching–learning process with the use of various innovative teaching methods. Case-based learning (CBL) is one such approach which can make learning more effective and interesting. To generate interest of students in Biochemistry by correlating topics and their clinical application. Materials and Methods: After taking permission from the Institutional ethics committee, the students were given didactic lecture on the integration of carbohydrates and lipid metabolisms followed by a test (pre-test). They were then divided into small groups and given case histories which they were to discuss amongst themselves and arrive at a conclusion. These case histories were then discussed one to one with the facilitator. The students were again given a test (post-test). Results: There was a significant difference in the marks obtained in pre and post-test. Majority of the students felt it was an enjoyable and effective way of studying Biochemistry. Faculty also gave an encouraging response. Conclusion: CBL can be an important way of stimulating the students for self-directed learning and integrating topics of Biochemistry so that they are easily conceptualized.

Practical and Case-Based Methods in Teaching and Learning

2022 ◽  
pp. 148-179
Author(s):  
Laura Elizabeth Hand
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Communicative Language Teaching ◽  
Experiential Knowledge ◽  
The Us ◽  
Case Based Learning ◽  
Environmental Adaptability ◽  
Teaching Learning ◽  
Case Based

This chapter (re)introduces practical learning methods to the reader. Focusing on multimodality, authenticity, engagement, and environmental adaptability, this chapter breaks down practicality in a rapidly changing learning environment and provides a brief overview of three practical approaches. Combining industry-developed knowledge of agile strategies with experiential knowledge of frontline, metric-driven innovations in teaching, learning, and eLearning, this chapter also showcases blueprints for establishing a sustainable foundation for the growing architecture of eLearning in the US and internationally. The chapter is designed to model the chapter's content for the reader, actively involving readers across modalities in the processes of refining an understanding of practical methods and approaches, including (1) case-based learning, (2) active learning, and (3) communicative learning (as a corollary to communicative language teaching).

Practising case-based learning in oral medicine for dental students in China

2013 ◽  
Vol 17 (4) ◽  
pp. 225-228 ◽  
Author(s):  
G.-F. Du ◽  
C.-Z. Li ◽  
S.-H. Shang ◽  
X.-Y. Xu ◽  
H.-Z. Chen ◽  
...  
Keyword(s):  
Dental Students ◽  
Oral Medicine ◽  
Case Based Learning ◽  
Case Based

scholarly journals A study to assess the effectiveness and perception of students regarding Case Based Learning over traditional teaching method in Community Medicine

2021 ◽  
Vol 33 (1) ◽  
pp. 41-46
Author(s):  
Rachana R Annadani ◽  
Malatesh Undi
Keyword(s):  
T Test ◽  
Community Medicine ◽  
Controlled Study ◽  
Traditional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
Case Based Learning ◽  
Medical Undergraduates ◽  
Second Year ◽  
Case Based

Background: Case based learning (CBL) among medical undergraduates, has more interactive sessions and students been involved in thinking, analyzing and interpretation. However, it is not clear if it is reflected in their assessment results. Aim & Objective: To assess the effectiveness and perception of Case Based Learning over the traditional TL method used in Community Medicine among second year medical undergraduates. Settings and Design: A randomized controlled study was conducted among second year medical undergraduates studying in a government medical college in coastal Karnataka. Methods and Material: 143 Students were randomly allocated into two groups- Group A underwent traditional teaching and Group B underwent Case Based learning. The effectiveness of TL methods was assessed using Multiple Choice Questions (MCQs). Group B’s perception regarding CBL was also obtained. Statistical analysis: Inter-group and intra-group mean scores of the pre-test, post-test and retention tests of MCQs of the students were compared using independent t-test and paired t-test respectively. Results: Statistically significant difference was observed in post-test and retention test scores between the groups. Students perceived CBL aroused interest and encouraged self-directed learning. Conclusion: CBL was effective over the traditional teaching learning method.

scholarly journals Efficacy of Smartphone Learning Versus Lecture-Based Learning for Instruction of Cephalometric Landmark Identification

2020 ◽  
Author(s):  
Amin Golshah ◽  
Fatemeh Dehdar ◽  
Mohammad Moslem Imani ◽  
Nafiseh Nikkerdar
Keyword(s):  
Reference Point ◽  
Measurement Data ◽  
Dental Students ◽  
Learning Group ◽  
Landmark Identification ◽  
Lateral Cephalograms ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Based Instruction

Abstract Background: Considering the increasing popularity of electronic learning, particularly smartphone learning, and its reportedly optimal efficacy for instruction of complicated topics, this study aimed to compare the efficacy of smartphone learning versus lecture-based learning for instruction of cephalometric landmark identification.Methods: This quasi-experimental interventional study evaluated 53 dental students (4 th year) in two groups of intervention (n=27; smartphone instruction using an application) and control (n=26, traditional lecture-based instruction). Two weeks after the instructions, dental students were asked to identify four landmarks namely the posterior nasal spine (PNS), orbitale (Or), articulare (Ar) and gonion (Go) on lateral cephalograms. The mean coordinates of each landmark identified by orthodontists served as the reference point and the mean distance from each identified point to the reference point was reported as the mean consistency while the standard deviation of this mean was reported as precision of measurement. Data were analyzed using SPSS version 18 via independent sample t-test.Results: No significant difference was noted between the two groups in identification of PNS, Ar or Go (P>0.05). However, the mean error rate in identification of Or was significantly lower in smartphone group compared with the traditional learning group (P=0.020).Conclusions: Smartphone learning had a comparable, and even superior, efficacy to lecture-based learning for instruction of cephalometric landmark identification, and is recommended to enhance the instruction of complicated topics.

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