The utility of competency-oriented clinical laboratory teaching combined with case-based learning (CBL)

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Hongchun Li ◽  
Jingfang Sun ◽  
Yuan Zhou ◽  
Shuang Ding ◽  
Yi Guo ◽  
...  
Keyword(s):  
Clinical Laboratory ◽  
Laboratory Medicine ◽  
Skill Assessment ◽  
Control Group ◽  
Teaching Program ◽  
Case Based Learning ◽  
Laboratory Teaching ◽  
Medical University ◽  
Case Based ◽  
Teacher Centered

Abstract Objectives This study aimed to evaluate the effectiveness and efficiency of competency-oriented clinical laboratory teaching combined with case-based learning (CBL) and improve the examination of students’ competence of laboratory medicine. Methods A total of 107 medical laboratory medicine interns at the Affiliated Hospital of Xuzhou Medical University from June 2017 to July 2019 volunteered to participate in the study and were randomly assigned into a control group with training of the traditional teacher-centered method, and an experimental group under a CBL teaching program. Student basic theory tests and skill assessment were designed to evaluate what the students gained from their internship when they completed their studies at the Affiliated Hospital of Xuzhou Medical University. Results Compared to students in the control group taught with the teacher-centered method, those in the CBL teaching program had significantly higher theory test scores and skill assessment scores on average. Competencies with particularly significant improvement included identification and processing of instrument alarm information, analysis of test results, identification and solution of the problem, as well as identification and reporting of the critical value and clinical communication. Conclusions The competency-oriented teaching method combined with CBL is an effective method for improving students’ professional knowledge, increasing language expression, and enhancing interpersonal relationship and teamwork, which is worthy of being promoted in laboratory medicine teaching.

scholarly journals Effects on applying Micro-Film Case-Based Learning model in pediatrics education

2020 ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Satisfaction Survey ◽  
Control Group ◽  
Final Examination ◽  
Self Assessment ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background: In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF+CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills.Methods: Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF+CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination.Results: The experimental group generally performed better than the control group on the student self-assessment (P＜0.05), satisfaction survey (P＜0.05), and final examination (80.02±3.77 vs 73.65±3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF+CBL model due to its time- and energy-consuming features.Conclusions: Compared with LBL, the MF+CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

scholarly journals CASE BASED LEARNING: AN ESSENTIAL TOOL IN MEDICAL CURRICULUM FOR TEACHING BIOCHEMISTRY

2021 ◽  
pp. 51-53
Author(s):  
Karanpreet Bhutani ◽  
Suvarna Prasad ◽  
Kirti Sharma ◽  
Upinder Singh
Keyword(s):  
Test Scores ◽  
The Body ◽  
Control Group ◽  
Learning Method ◽  
Post Test ◽  
Case Based Learning ◽  
The Subject ◽  
Didactic Lecture ◽  
Teaching Learning ◽  
Case Based

Introduction: Active learning model using cooperative techniques such as Case Based Learning (CBL) has increased. In CBL, the instructor acts as a facilitator in the construction of knowledge. Clinical Biochemistry is concerned with methodology and interpretation of biochemical tests performed on the body uids and tissues, 1 to support diagnosis, treatment and monitoring of disease. Some change in the teaching learning method can enhance the interest of the students in the subject and they can apply the knowledge of the subject in diagnosis, treatment and follow up of a disease in their professional career. Aims and Objectives:To introduce CBL as teaching learning method and then:-1. Compare score of students by two methods of teaching- Traditional didactic lectures and case based approach.2. Evaluate student's and Faculty's feedback regarding their perception of case based learning. Method: The study was conducted in the Department of Biochemistry, MMIMSR, Mullana (Ambala) during six months period. 150 First professional MBBS students (Batch 2018-19) of MMIMSR, Mullana were included in the study.Pre and Post Test and prevalidated questionnaire (Based on Likert's scale) were used as tools for data collection. The students were divided into two groups: - Group A (n=75) (Study group): case based learning (CBL) was used as teaching learning method. Group B (n=75) (Control group): Traditional didactic lecture method was used as teaching learning method. Result: The Post- test scores of both the learning methods were statistically signicantly higher when compared to their respective Pre- test scores. (p<0.05). The Post- test score of CBL group was higher than that of Didactic lecture group (p <0.05). Conclusion: Both faculty and students wanted CBL sessions to be held in future as this makes Biochemistry a very interesting subject .So CBL should be incorporated along with Didactic lectures in the curriculum for MBBS students.

Wechat App Combined Case-Based Learning in Clinical Training of Oral Medicine: Comparison and Feasibility Study (Preprint)

2020 ◽  
Author(s):  
Hong He ◽  
Xinyu Xia ◽  
Xiaotong Deng ◽  
Mimi Zhou ◽  
Chao Liu ◽  
...  
Keyword(s):  
Clinical Training ◽  
Control Group ◽  
Oral Medicine ◽  
Student Centered ◽  
Case Based Learning ◽  
Degree Of Participation ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group ◽  
Case Based

BACKGROUND Case Based Learning (CBL) is being hottly used in student-centered medical education worldwide. In China, Wechat is the most popular communication app in China and is widely used in all walks of life. We have practiced several years combining Wechat and CBL in the clinical training of oral medicine, promoting outcomes in traditional bedside training. OBJECTIVE This study aimed to demonstrate the acceptability and merits of Wechat CBL in the clinical training of oral medicine. METHODS A total of eighty students and two tutors participated in this study within a 2-month training during Jan. 2018 and Jan. 2020. The control group used bedside mode and the experimental group used bedside plus Wechat CBL mode. The evaluations included participation passion and routine and finial test. The students of clerkship as 10 and residents as 30 in same number respectively between experiment and control groups. RESULTS The participants in the experimental group had a higher degree of participation in the discussion. And the daily assessment and final examination scores of the participants in the experimental group were significantly better than those in the control group (P<0.001). CONCLUSIONS Wechat CBL mode has a positive effect on students’ learning enthusiasm and knowledge assessments & technology evaluations in clinical training of oral medicine.

scholarly journals Effects on applying Micro-Film Case-Based Learning model in pediatrics education

2020 ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Satisfaction Survey ◽  
Control Group ◽  
Final Examination ◽  
Self Assessment ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background: In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF+CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills. Methods: Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF+CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination.Results: The experimental group generally performed better than the control group on the student self-assessment (P＜0.05), satisfaction survey (P＜0.05), and final examination (80.02±3.77 vs 73.65±3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF+CBL model due to its time- and energy-consuming features.Conclusions: Compared with LBL, the MF+CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

scholarly journals The effect of case-based learning based on flipped learning for nursing students

2021 ◽  
Vol 27 (2) ◽  
pp. 107-116
Author(s):  
Min Hee Lee ◽  
Myung Sook Park
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Control Group ◽  
Flipped Learning ◽  
Self Directed Learning ◽  
Case Based Learning ◽  
Directed Learning ◽  
Thinking Disposition ◽  
Experimental Group ◽  
Case Based

Purpose: The purpose of this study was to identify the effects of case-based learning based on flipped learning in a pathophysiology course for nursing students. Methods: Participants were sophomore nursing students enrolled in a pathophysiology course. The experimental group (n=42) received the case-based learning in class after similar case-based learning in a pre-class based on flipped learning, while the control group (n=39) received the usual flipped learning. Data were analyzed by χ2-test, independent t-test, and ANCOVA using SPSS WIN 21.0. Results: There were significant differences in self-directed learning ability (F=10.93, p=.001), self-efficacy (F=5.45, p=.022), problem-solving ability (F=6.11, p=.016), and critical thinking disposition (F=6.76, p=.011) between the experimental group and the control group. Conclusion: The application of case-based learning based on flipped learning in a pathophysiology course for nursing students was effective in improving problem-solving and self-directed learning abilities, self-efficacy, and the critical thinking disposition of sophomore nursing students.

scholarly journals Enhancement of Students’ Biological Literacy and Critical Thinking of Biology through Socio-Biological Case-Based Learning

2017 ◽  
Vol 6 (2) ◽  
pp. 213 ◽  
Author(s):  
H. Suwono ◽  
H. E. Pratiwi ◽  
H. Susanto ◽  
H. Susilo
Keyword(s):  
Critical Thinking ◽  
Student Teachers ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Biology Student ◽  
Significant Difference ◽  
Case Based Learning ◽  
Case Based ◽  
Biological Literacy

<p>Biology is a leading science and a foundation in everyday life for all people. Biology student teachers need to be equipped with biological literacy and critical thinking skills in order to teach biology in the future. This research is aimed at determining the effect of socio-biological case-based learning on biological literacy and critical thinking skills of biology student teachers compared with the traditional learning (lecture-based learning). Socio-biological case-based learning is a model of problem-based learning by placing biological cases as a problem to be explained and solved through a series of investigative activities. This research was a quasi-experimental conducted at the Department of Biology, Universitas Negeri Malang. The research samples were the first year students who programmed the General Biology course, consisting of 29 students as a control group and 33 students as experimental group. This research was conducted in September-December 2015. The data of biological literacy and critical thinking were collected from pre-test and post-test. The data were analyzed using ANCOVA test. The research showed that there was a significant difference of biological literacy and critical thinking skills between the students taught by using socio-biological case-based learning and those taught by using lecture-based learning. The research indicated that the socio-biological case-based learning could enhance the biological literacy and critical thinking skills of biology students teachers.</p>

scholarly journals Case based learning versus traditional didactic lecture in Community Medicine to teach vector borne diseases “malaria and dengue”: interventional study

2019 ◽  
Vol 6 (2) ◽  
pp. 836
Author(s):  
Deepali Mohan Kadam ◽  
Aarti Vidyasindhu Sejao
Keyword(s):  
Statistical Tests ◽  
Meaningful Learning ◽  
Community Medicine ◽  
Cognitive Domain ◽  
Control Group ◽  
Interventional Study ◽  
Feedback Questionnaire ◽  
Medical Undergraduate ◽  
Case Based Learning ◽  
Case Based

Background: Traditional didactic lectures do not evoke interactive teaching. Analytical thinking is not fostered. When students are put into the role of primary care physician, a sense of responsibility towards society is instilled in them generating a desire to learn. Case based learning (CBL) is one such method which can be used for meaningful learning. Incorporation of case based scenarios on real life situations in teaching can make medical undergraduate students competent to diagnose and treat common health problems.Methods: The study was conducted amongst third M.B.B.S. students. Interventional study design was used. Intervention group was taught with CBL and control group with didactic method. Pre-test, post-test was conducted to assess cognitive domain scores. To assess perception regarding CBL, feedback questionnaire was given to students. Percentages, unpaired t test were used for statistical analysis.Results: 99.60% of students perceived CBL is helpful to understand key concepts. 95.65% reported its importance in development of critical thinking. 95.66% reported that CBL session promoted meaningful learning as compared to lecture. On application of statistical tests, there was no difference in average marks scored by students taught with CBL as compared to those taught with traditional didactic method.Conclusions: This study demonstrates that CBL arouses interest. It can be incorporated to teach topics in Community Medicine.

scholarly journals Effects on applying micro-film case-based learning model in pediatrics education

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Satisfaction Survey ◽  
Control Group ◽  
Final Examination ◽  
Self Assessment ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF + CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills. Methods Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF + CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination. Results The experimental group generally performed better than the control group on the student self-assessment (P<0.05), satisfaction survey (P<0.05), and final examination (80.02 ± 3.77 vs 73.65 ± 3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF + CBL model due to its time- and energy-consuming features. Conclusions Compared with LBL, the MF + CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

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