scholarly journals Introduction of case-based learning to teach Pharmacology to second year MBBS students

2021 ◽  
Vol 10 (2) ◽  
pp. 176
Author(s):  
Megha Sood ◽  
Kulbir Kaur ◽  
Rajiv Arora
Keyword(s):  
Medical Education ◽  
Theoretical Aspect ◽  
Faculty Members ◽  
Analytic Thinking ◽  
Medical Education System ◽  
Post Test ◽  
Case Based Learning ◽  
Second Year ◽  
Faculty Department ◽  
Case Based

Background: Our medical education system has various limitations. In the initial few years of medical education, the focus is more on teaching the theoretical aspect of various subjects and not to apply the knowledge gained to practice. It is important to stimulate a student’s analytic thinking and provide them with an opportunity to see theory in practice. In case-based learning (CBL) a case acts as a stimulant of learning. The aim of the study was to introduce CBL in Pharmacology to teach second year MBBS students and see its effect on their performance. The study also aimed to get student and faculty (Department of Pharmacology) feedback on this teaching model.Methods: A total 180 students of second prof. MBBS and faculty of Department of Pharmacology were included in the study. A total of two topics were taken for CBL sessions. The theory lecture of the first topic was conducted. The students were divided into smaller groups of 15 each and a pretest was taken. This was followed by CBL session and after that post-test was administered. The second topic was covered on similar format. At the end of the two sessions the student and faculty feedback were taken on a five-point Likert scale.Results: A total 127 students participated in the study. 90% of the students agreed or strongly agreed that CBL had been useful in understanding the topics and it will be useful for foundation of their clinical years. All faculty members agreed that CBL does improve student teacher interaction but they found CBL to be time consuming. Conclusions: CBL was well accepted by the students and they want that other topics should be taken up by this method. The faculty also believes that it is worth giving a try but at the same time CBL is time consuming and it may be possible to conduct it for only a few topics in a session.

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 Integration of case based learning and bedside teaching in undergraduate students in pediatrics

2019 ◽  
Vol 6 (5) ◽  
pp. 2112
Author(s):  
Suhas P. Kulkarni ◽  
Anil B. Kurane
Keyword(s):  
Medical Education ◽  
Undergraduate Students ◽  
Cognitive Learning ◽  
Study Group ◽  
Learning Method ◽  
Bedside Teaching ◽  
Cognitive Improvement ◽  
Post Test ◽  
Case Based Learning ◽  
Case Based

 Background: Teaching undergraduate students by bedside clinics has remained cornerstone of medical education because it imparts knowledge, teaches proper behaviour and can be used to teach skills effectively. Case based learning (CBL) is a newer modality of teaching in medical education. CBL involves preparing students for clinical practice through use of authentic clinical cases.  Aim of the study is to study the effect of integration of case based learning and bed side clinic on motivation, deep thinking and cognitive improvement in final MBBS studentsMethods: The study group was undergraduate students of final MBBS posted for clinical posting in pediatric ward. The study was carried out on 59 students posted from March 2018 to September 2018. MCQ based pretest was done initially. The students were taught the topic by case based learning method for one hour. They were asked to take the case and bedside clinic was conducted. Relevant clinical examination was demonstrated to the students. Students were asked to practice the skills in front of the teacher. This was followed by the post-test and   questionnaires.Results: 88.67% students thought that this method was motivating. 82.7 % students perceived that it increases deep thinking. 52.83% students showed more than 20% improvement in score of pre-test and post-test.Conclusions: Integration of case based learning with bed side clinic was associated with Better motivation of final year MBBS students and development of deep thinking in students.  3. Significant change in cognitive learning in final MBBS students.

Application and Evaluation of Case-Based Learning as a Part of Early Clinical Exposure for Undergraduate Medical Education Program

2020 ◽  
Vol 5 (08) ◽  
pp. 284-288
Author(s):  
Vandana Daulatabad ◽  
Prafull K. ◽  
Dr. Surekha S. Kadadi-Patil ◽  
Ramesh S. Patil
Keyword(s):  
Medical Education ◽  
Research Centre ◽  
Muscle Physiology ◽  
Case Scenario ◽  
Clinical Exposure ◽  
Clinical Scenarios ◽  
Case Based Learning ◽  
Nerve Muscle ◽  
Case Based ◽  
Early Clinical Exposure

Introduction: Medical Education is witnessing a significant transition and global shift towards competency based medical education (CBME) which includes early clinical exposure (ECE) program to help students apply and correlate principles of preclinical subjects with clinical scenarios, in various forms and in a variety of settings. One of the easy and feasible methods of ECE being Case Based Learning (CBL), our study aimed to design a case scenario and to evaluate impact of case base learning as a part of ECE module in first year undergraduate medical teaching program in nerve muscle physiology. Methods: The present study was conducted in 96 students at Ashwini Rural Medical College Hospital and Research Centre, Solapur after obtaining institutional ethics committee approval. 3 hrs session of CBL was conducted for a case scenario on myasthenia gravis in the nerve muscle physiology module. The students’ responses on pre-test, post-test and their insights regarding the CBL were taken through a pre validated questionnaire using 5-point Likert scale. Results: High impact of CBL was seen as significant improvement in student’s performance. Maximum students felt CBL to be easy method of learning and was highly appreciated through their feedback. Conclusion: CBL was found to have positive impact on understanding and perception of topic. CBL helped students to understand, evaluate, analyze, diagnose and interpret the case, paving them towards newer approach of self-directed and vertical integrated learning. CBL is easier, feasible an effective method among other early clinical exposure methods as it involves students in deeper and self-directed active learning, encouraging and promoting them to reach higher levels of cognitive domain of Bloom’s taxonomy. This method will be very useful in its practical implementation during online classes for ECE module in the threat of COVID 19 situation as well.

scholarly journals Relationship between classroom attendance and examination performance in a second-year medical pathophysiology class

2018 ◽  
Vol 42 (4) ◽  
pp. 593-598 ◽  
Author(s):  
Christine A. Kauffman ◽  
Megan Derazin ◽  
Abdo Asmar ◽  
Jonathan D. Kibble
Keyword(s):  
Help Seeking ◽  
Video Capture ◽  
Final Exam ◽  
Self Regulated Learning ◽  
Case Based Learning ◽  
New Material ◽  
Marked Decline ◽  
Second Year ◽  
And Performance ◽  
Case Based

Studies completed with undergraduate populations have shown that attendance positively correlates with academic performance. A marked decline in classroom attendance within medical school has recently been noticed with the availability of video capture of lectures and other online material. This study compares these in the era of online material. It took place during the second-year Gastrointestinal and Renal Systems module. Attendance was mandatory at team-based learning and case-based learning sessions on new material and voluntary at lectures (29 sessions) and case-based learning on material previously covered (9 sessions). Attendance was recorded prospectively. All lectures were recorded, and all related files were available to students online. Performance was based on a 118 multiple-choice question final examination. Students voluntarily completed the Motivated Strategies for Learning Questionnaire (MSLQ). The study group consisted of 78 students (68% of 114 total) of whom 48 completed the MSLQ. Mean attendance was 24%, with 33% of students attending none of the nonmandatory sessions. The median score on the final exam for participants was 86.0 (range: 28.8). High levels of self-efficacy and the ability to self-regulate effort were predictive of low attendance. Attendance was positively predicted by an orientation toward peer learning and help seeking. There was no correlation between the percentage of classes attended and performance on the final exam. We conclude that different facets of self-regulated learning predict attendance, with highly confident students being the least likely to attend, and that attendance at in-class sessions is no longer a good marker for performance.

scholarly journals What Ifs and Multi-directional symptoms PBL cases: two simple and functional adjuncts to problem-based learning materials

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Jeff Schwartz
Keyword(s):  
Medical Education ◽  
Clinical Reasoning ◽  
Problem Based Learning ◽  
New Materials ◽  
Learning Materials ◽  
Case Based Learning ◽  
Patient Presentation ◽  
Case Based ◽  
Management Issues

Although problem-based learning (PBL) is widely used in medical education for its many virtues, a number of deficiencies exist. As means of enhancing the experience of PBL for students, two relatively simple adjuncts to PBL are presented. What Ifs are short hypothetical scenarios, appended to the end of a PBL case, that require students to revisit elements of the PBL case just completed and apply their newly acquired knowledge to clinical reasoning in an altered scenario or to explore anew another dimension of the PBL case. Multi-directional symptoms PBL cases are cases where a common presenting symptom, rather than a specific pathology, is the focus of the PBL case and, following a core narrative of the initial patient presentation, a series of independent continuation narratives with appropriate histories, examination findings and investigation results, lead students to divergent diagnoses and management issues. In addition to keeping the PBL process fresh by rotating new materials regularly, these adjuncts extend the PBL process in the direction of case-based learning.

scholarly journals Case-based learning in integrated management of neonatal and childhood illness

2019 ◽  
Vol 6 (3) ◽  
pp. 1163
Author(s):  
Sundaram Kartikeyan ◽  
Aniruddha A. Malgaonkar
Keyword(s):  
Gender Differences ◽  
Test Scores ◽  
Test Score ◽  
Integrated Management ◽  
Childhood Illness ◽  
Cognitive Domain ◽  
Post Test ◽  
Case Based Learning ◽  
The Difference ◽  
Case Based

Background: This complete-enumeration, before-and-after type of study (without controls) was conducted on 61 third-year medical students at Rajiv Gandhi Medical College, Thane, Maharashtra state to study the difference in cognitive domain scores after attending lecture-based learning (by a pre-test) and after attending case-based learning (by a post-test).Methods: After approval from the institutional ethics committee, the purpose of the study was explained to third-year medical students and written informed consent was obtained. After curriculum-based lectures on integrated management of neonatal and childhood Illness, a pre-test was administered wherein each student was asked to fill up case sheets for five case scenarios. The maximum marks obtainable were 10 marks per case (total 50 marks).  Case-based learning was conducted in two sub-groups comprising 31 and 30 randomly assigned students by the same faculty and students in each sub-group were exposed to identical case scenarios. The post-test was conducted using case scenarios and case sheets that were identical to that of the pre-test.Results: The overall mean score increased and the difference between the case-wise pre-test and post-test scores of both female (n=35) and male (n=26) students was highly significant (p <0.00001). However, the gender differences in pre-test score (Z=1.038; p=0.299) and post-test score were not significant (Z=0.114; p=0.909).Conclusions: Using case scenarios augmented the cognitive domain scores of participating students and the gender differences in scores were not statistically significant. The post-test scores showed higher variability. Remedial educational interventions would be required for students who obtained low scores in the post-test.

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.

Anticipated and Actual Implementation of Case-Based Learning by Dental Faculty Members During and After Training

2015 ◽  
Vol 79 (9) ◽  
pp. 1049-1060 ◽  
Author(s):  
Linda S. Behar-Horenstein ◽  
Frank A. Catalanotto ◽  
Marcelle M. Nascimento
Keyword(s):  
Faculty Members ◽  
Case Based Learning ◽  
Case Based

The Evolution of Core Curriculum in Medical Schools

2020 ◽  
pp. 92-109
Author(s):  
Aaron L. Burshtein ◽  
Joshua G. Burshtein ◽  
Peter A. Gold ◽  
Luke Garbarino ◽  
David E. Elkowitz
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Environments ◽  
Technological Innovation ◽  
Core Curriculum ◽  
Medical School Training ◽  
Case Based Learning ◽  
Medical Educators ◽  
School Training ◽  
Case Based

Medical education has undergone an evolution from passive, lecture-based learning environments to curricula that accentuate an active and dynamic system. Stemming from technological innovation, a greater amount of responsibility has been placed on students during clerkships and residency. In addition, a shift in USMLE assessment focuses on interpretation and application as compared to the former memorization-heavy approach. Therefore, learning has been modified to prepare students for the future medical landscape. Through the use of Team-Based, Problem-Based, and/or Case-Based Learning, medical students are taught to understand content rather than memorize it. The authors elucidate the rationale behind active learning and present a guide for medical educators to adopt this style of learning in every part of the undergraduate medical school training process.

Sign in / Sign up

Export Citation Format

Share Document