Comparison of student perception and performance between case-based learning and lecture-based learning in a clinical laboratory immunology course

2016 ◽  
Vol 40 (4) ◽  
Author(s):  
Xingming Ma ◽  
Yanping Luo ◽  
Jingqiu Wang ◽  
Lifeng Zhang ◽  
Yaling Liang ◽  
...  
Keyword(s):  
Problem Solving ◽  
Clinical Laboratory ◽  
Teaching Method ◽  
Clinical Problem ◽  
Learning Motivation ◽  
Educational Method ◽  
Problem Solving Skills ◽  
Clinical Problem Solving ◽  
Case Based Learning ◽  
Case Based

AbstractBackground:Case-based learning (CBL), an educational method of problem-based learning, provides students with a venue to relate content learned in the classroom to performance in professional practice. This study compared CBL in the teaching of a clinical laboratory immunology (CLI) course to lecture-based learning (LBL), and evaluated the effect on students regarding the CBL.Methods:Data were collected from senior students (n=85; 46% males, 54% females) at Lanzhou University in China. The students were divided into two groups, one group was offered CBL, while the other LBL as a teaching instrument. After intervention, perceptions of both the groups about their respective teaching method were evaluated using questionnaires, the resulting scores were compared to those obtained in the LBL group.Results:The CBL group showed significantly better scores in course examination (p<0.05) as compared to the LBL group. Seventy-seven (90.6%) students in the CBL group opined that CBL improved their learning and clinical problem-solving skills. CBL also provided them with better understanding (90.6%) and preparation for examinations (90.6%). CBL group improved markedly in comparison to the LBL group with regard to learning motivation (p=0.040), clinical reasoning ability (p=0.023) and clinical problem-solving ability (p=0.022).Conclusions:Our findings demonstrate that CBL is a more effective teaching strategy as compared to LBL in a CLI course. Consequently, the implementation of CBL in teaching a CLI course helps students to improve their learning motivation, problem solving abilities and mastery of knowledge.

Improving Physical Therapy Students' Clinical Problem-Solving Skills: An Analytical Questioning Model

1989 ◽  
Vol 69 (6) ◽  
pp. 441-447 ◽  
Author(s):  
Diane S Slaughter ◽  
Debra S Brown ◽  
Davis L Gardner ◽  
Lea J Perritt
Keyword(s):  
Physical Therapy ◽  
Problem Solving ◽  
Clinical Problem ◽  
Physical Therapy Students ◽  
Problem Solving Skills ◽  
Clinical Problem Solving

scholarly journals A PERCEPTIONS ASSESSMENT OF PATIENT-ORIENTED PROBLEM-SOLVING TEACHING STRATEGY FOR MEDICAL IMMUNOLOGY COURSE IN CHINESE STUDENTS

2016 ◽  
Vol 15 (6) ◽  
pp. 706-711
Author(s):  
Xingming Ma ◽  
Lifeng Zhang ◽  
Jingqiu Wang ◽  
Yanping Luo ◽  
Yaling Liang ◽  
...  
Keyword(s):  
Medical Education ◽  
Problem Solving ◽  
Teaching Strategy ◽  
Clinical Problem ◽  
Learning Motivation ◽  
Self Directed Learning ◽  
Clinical Problem Solving ◽  
Traditional Lectures ◽  
Directed Learning ◽  
Based Instruction

This research assessed the perceptions of students to patient-oriented problem-solving (POPS) teaching strategy in a medical immunology course in China. Data were collected from second-year students (N=71; 58% males, 42% females) who were offered lecture-based instruction and POPS teaching strategy during October - November 2015 at Lanzhou University. Afterward, students’ response and capability perception scores to POPS teaching strategy were evaluated using questionnaires. The majority of students (89.02%) favored POPS teaching strategy over traditional lectures. Students responded that POPS improves their intrinsic motivation (91.55%), learning interest (94.37%), self-directed learning skills (92.96%) and feasible for medical education (87.32%). Compared to the traditional lectures, the POPS can improve markedly their learning motivation (p=0.03), clinical reasoning ability (p=0.01), and clinical problem-solving ability (p=0.02). The implementation of POPS in medical courses will help students improving their learning motivation, problem solving abilities, which is feasible for current medical immunology education in China. Key words: active learning, medical education, patient-oriented problem-solving, undergraduate, China.

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.

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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