scholarly journals Effect of case-based learning in reproductive physiology on cognitive domain scores of first-year medical students in Western India

2017 ◽  
Vol 6 (6) ◽  
pp. 2559
Author(s):  
Srabani N. Bhattacharya ◽  
Aniruddha A. Malgaonkar ◽  
Sundaram Kartikeyan
Keyword(s):  
Medical Students ◽  
Reproductive Physiology ◽  
Cognitive Domain ◽  
First Year ◽  
Western India ◽  
Post Test ◽  
Case Based Learning ◽  
First Year Medical Students ◽  
Case Based ◽  
Domain Scores

Background: The Medical Council of India has recommended early clinical exposure, problem-oriented approach and case-based learning throughout the graduate medical curriculum. Case-based learning is a teaching-learning model that helps effective use of student and faculty time.Methods: This complete-enumeration, before-and-after type of educational intervention study (without controls) was conducted in a municipal medical college in Western India. After explaining the objectives of the study to first-year medical students, aged 18 years and above, of either sex, written informed consent was obtained from students (n=55) who were willing to participate in the study. The pre-test was conducted after lectures by faculty from the Departments of Physiology and Community Medicine. An identical post-test was administered after case-based learning, which was conducted by the same faculty in two sub-groups. The outcome studied was the difference in cognitive domain scores after attending lectures (by a pre-test) and case-based learning (by a post-test).Results: The overall mean score increased from 5.36 ± 0.97 (95% CI: 5.11 - 5.62) in the pre-test to 6.49 ± 1.14 (95% CI: 6.19 - 6.79) in the post-test. The differences between the pre- and post-test correct responses were statistically significant for two questions.Conclusions: The participating first-year medical students had adequate basic knowledge of reproductive physiology. Gender differences in correct responses were statistically significant for few questions. Use of case scenarios enhanced cognitive domain scores.

Case-based Learning: An Effective Tool for Learning Biochemistry by First-Year Medical Students

2017 ◽  
Vol 7 (3) ◽  
pp. 183
Author(s):  
Veena Bhaskar S. Gowda ◽  
Bhaskar Hebbani Nagaiah ◽  
Sam Annie Jeyachristy ◽  
Theingi Maung Maung
Keyword(s):  
Medical Students ◽  
First Year ◽  
Case Based Learning ◽  
First Year Medical Students ◽  
Case Based

scholarly journals Integrating clinical reasoning principles in case-based learning sessions for first-year medical students: Lessons learned

2019 ◽  
Vol 8 (1) ◽  
pp. 20-23
Author(s):  
Dinesh Kumar ◽  
Ramakrishnan Rajprasath ◽  
Magi Murugan
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Reasoning ◽  
A Priori ◽  
Lessons Learned ◽  
First Year ◽  
Perceived Acceptance ◽  
Case Based Learning ◽  
First Year Medical Students ◽  
Case Based

Background: Conventional pedagogies for case-based learning are designed with the intention of helping the student appreciate the relevance of content they learn and kindle their curiosity. However, these pedagogies embody certain shortcomings which inhibit them from reaching the intended objectives. The main aim of our initiative is to improve traditional case-based learning using the principles of clinical reasoning. Methods: A priori, two sessions were conducted in which two vignettes were administered to first-year medical students. We obtained the perceived acceptance which was equivalent to Kirkpatrick level 1 learning outcomes. Results: Overall outcomes were highly positive in terms of acceptability, fostering curiosity, increasing the relevance of learned content, and helping students learn to think in a logical way. Conclusion: With the increasing need for incorporating clinical reasoning skills in medical education, it is imperative that these skills are taught beginning with the preclinical years of medical education.

scholarly journals HIV/AIDS: A Case-Based Learning Module for First-Year Medical Students †

2018 ◽  
Vol 19 (2) ◽  
Author(s):  
Timothy J. Bauler ◽  
Shanna Cole ◽  
Tyler Gibb ◽  
Richard Van Enk ◽  
Larry Lutwick ◽  
...  
Keyword(s):  
Medical Students ◽  
First Year ◽  
Learning Module ◽  
Case Based Learning ◽  
First Year Medical Students ◽  
Case Based ◽  
Hiv Aids

scholarly journals Does self-modulated learning vs. algorithm-regulated learning of dermatology morphology affect learning efficiency of medical students?

2019 ◽  
Vol 10 (3) ◽  
pp. e82-90
Author(s):  
Danya Traboulsi ◽  
Jori Hardin ◽  
Laurie Parsons ◽  
Jason Waechter
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Skill Acquisition ◽  
Demographic Data ◽  
The Self ◽  
First Year ◽  
Immediate Feedback ◽  
Learning Efficiency ◽  
Post Test ◽  
First Year Medical Students

Background: Deliberate practice is an important method of skill acquisition and is under-utilized in dermatology training. We delivered a dermatologic morphology training module with immediate feedback for first year medical students. Our goal was to determine whether there are differences in accuracy and learning efficiency between self-regulated and algorithm-regulated groups. Methods: First year medical students at the University of Calgary completed a dermatologic morphology module. We randomly assigned them to either a self-regulated arm (students removed cases from the practice pool at their discretion) or an algorithm-regulated arm (an algorithm determined when a case would be removed). We then administered a pre-survey, pre-test, post-test, and post-survey. Data collected included mean diagnostic accuracy of the practice sessions and tests, and the time spent practicing. The surveys assessed demographic data and student satisfaction. Results: Students in the algorithm-regulated arm completed more cases than the self-regulated arm (52.9 vs. 29.3, p<0.001) and spent twice as much time completing the module than the self-regulated participants (34.3 vs. 17.0 min., p<0.001). Mean scores were equivalent between the algorithm- and self-regulated groups for the pre-test (63% vs. 66%, n = 54) and post-test (90% vs. 86%, n = 10), respectively. Both arms demonstrated statistically significant improvement in the post-test. Conclusion: Both the self-regulated and algorithm-regulated arms improved at post-test. Students spent significantly less time practicing in the self-directed arm, suggesting it was more efficient.

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.

scholarly journals Dehydration: A Multidisciplinary Case-Based Discussion for First-Year Medical Students

MedEdPORTAL ◽  
2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Yerko Berrocal ◽  
Jonathan Fisher ◽  
Jenna Regan ◽  
Amy L. Christison
Keyword(s):  
Medical Students ◽  
First Year ◽  
First Year Medical Students ◽  
Case Based

scholarly journals Outcome of combination of methods of educational interventions in physiology for first-year MBBS students

2019 ◽  
Vol 7 (4) ◽  
pp. 972
Author(s):  
Srabani Bhattacharya ◽  
Rucha Wagh ◽  
Sundaram Kartikeyan ◽  
Aniruddha A. Malgaonkar ◽  
Sandhya S. Khadse
Keyword(s):  
Gender Difference ◽  
Educational Intervention ◽  
Educational Interventions ◽  
Cognitive Domain ◽  
First Year ◽  
Clinical Exposure ◽  
Clinical Scenarios ◽  
Before And After ◽  
Post Test ◽  
Domain Scores

Background: This comparative, before and after study (without controls) was conducted in a municipal medical college to compare the cognitive domain scores obtained by first-year MBBS students after didactic lectures with that obtained after an educational intervention that combined integrated teaching with clinical scenarios.Methods: After obtaining prior permissions, the purpose of the study was explained to first-year MBBS students and written informed consent was obtained. After attending curriculum-based didactic lectures on the alimentary system, the students (n=62, females: n=29, 46.77% and males: n=33, 53.23%) took a pre-test comprising ten questions (total 20 marks). After the pre-test, the participants attended an educational intervention that combined integrated teaching with clinical scenarios on the same topic. Subsequently, the post-test was administered using a questionnaire that was identical to that of the pre-test.Results: The mean overall marks obtained in the pre-test was 14.73±1.87 (95% CI: 14.26-15.19), while that obtained in the post-test was 17.16±1.73 (95% CI: 16.73-17.59), exhibiting highly significant (p <0.00001) difference. The gender difference in scores was significant (p=0.011) for only question no. 1 in the pre-test and there was no significant gender difference in the post-test.Conclusions: A combined method of educational intervention was found to enhance the cognitive domain scores of students. Though a larger study would be needed to generalize the findings, male students seem to need an additional educational intervention to improve their cognitive domain scores. Despite time limitations in the teaching schedule for the first-year MBBS course, integrated teaching with case scenarios can be implemented to impart early clinical exposure.

scholarly journals Question formulation skills training using a novel rubric with first-year medical students

2021 ◽  
Vol 109 (1) ◽  
Author(s):  
Jonathan Eldredge ◽  
Melissa A. Schiff ◽  
Jens O. Langsjoen ◽  
Roger N. Jerabek
Keyword(s):  
Medical Students ◽  
Training Session ◽  
Skills Training ◽  
Average Score ◽  
First Year ◽  
Post Test ◽  
Quasi Experimental ◽  
Based Medicine ◽  
First Year Medical Students ◽  
Instructional Session

Objective: The research used an assessment rubric to measure medical students’ improvement in question formulation skills following a brief evidence-based medicine (EBM) training session conducted by a health sciences librarian.Method: In a quasi-experimental designed study, students were assessed on their pre-instructional skills in formulating answerable EBM questions, based on a clinical scenario, using a rubric. Following their training, they were assessed using the same scenario and rubric. Student pre- and post-test scores were compared using a paired t-test.Results: Students demonstrated statistically significant improvement in their question formulation skills on their post-instructional assessments. The average score for students on the pre-test was 45.5 (SD 11.1) and the average score on the post-test was 65.6 (SD 5.4) with an increase of 20.1 points on the 70-point scale, p<0.001.Conclusion: The brief instructional session aided by the rubric improved students’ performance in question formulation skills.

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