Retention of case-based learning on infectious diseases by third-year medical students

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.

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Does case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

BMC Medical Education ◽

10.1186/s12909-019-1884-4 ◽

2019 ◽

Vol 19 (1) ◽

Cited By ~ 4

Author(s):

Bela Turk ◽

Sebastian Ertl ◽

Guoruey Wong ◽

Patricia P. Wadowski ◽

Henriette Löffler-Stastka

Keyword(s):

Medical Students ◽

Blended Learning ◽

Procedural Knowledge ◽

Performance Outcomes ◽

Multiple Choice Questions ◽

Study Objective ◽

Learning Platform ◽

Case Based Learning ◽

Case Based ◽

Knowledge In Practice

Abstract Background Case-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. Ample data has shown CBL to be an enjoyable and motivational didactic tool, and effective in assisting the expansion of declarative and procedural knowledge in academia. Although a plethora of studies apply multiple choice questions (MCQs) in their investigation, few studies measure CBL or case-based blended learning (CBBL)-mediated changes in students’ procedural knowledge in practice or employ comparison or control groups in isolating causal relationships. Methods Utilizing the flexibilities of an e-learning platform, a CBBL framework consisting of a) anonymized patient cases, b) case-related textbook material and online e-CBL modules, and c) simulated patient (SP) contact seminars, was developed and implemented in multiple medical fields for undergraduate medical education. Additionally, other fields saw a solo implementation of e-CBL in the same format. E- cases were constructed according to the criteria of Bloom’s taxonomy. In this study, Objective Structured Clinical Examination (OSCE) results from 1886 medical students were analyzed in total, stratified into the following groups: medical students in 2013 (n = 619) before CBBL implementation, and after CBBL implementation in 2015 (n = 624) and 2016 (n = 643). Results A significant improvement (adjusted p = .002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min = 0, max = 25). Conclusion E-Case-Based Learning is an effective tool in improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

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Designing Pathology Curriculum Through Guided Enquiry/Mixed Modalities Case-Based Learning at Faculty of Medicine, Helwan University.

10.14293/s2199-1006.1.sor-.ppzfs5t.v1 ◽

2020 ◽

Author(s):

Hebat Allah Amin ◽

Mohamed Alaaeldin Abdulmonem ◽

Omar Gamal Goda ◽

Mohamed Hany K. Shehata

Keyword(s):

Medical Students ◽

Phase I ◽

Teaching Methods ◽

Mixed Model ◽

Cross Sectional Study ◽

Cross Sectional ◽

Learning Modalities ◽

Case Based Learning ◽

To Receive ◽

Case Based

Background: Implementing case-based learning (CBL) in the Integrated Modular Curriculum has proved a great efficiency in teaching medical students. We aim to develop and validate a customized model of CBL to integrate disciplines while meeting the requirements of our national academic reference standards. Phase I medical students reflection is presented. Methods: In this retrospective cross-sectional study, we present our experience in introducing CBL in a hybrid mixed model of teaching the pathology course to phase I, first batch (2016-2022 ) students. The data are collected from feedback questionnaires, the CBL implemented in the teaching of the pathology course is compared to the other implemented methods (didactic lectures, students presentations, PBL, and skillslabs), in the integrated modules. Also, a focus group has been conducted to receive the students reflection and suggestions for improvement. Results: Students satisfaction with CBL was the highest among all the teaching methods of the modules and other learning modalities with a mean of 4.770.46. Results were statistically significant (< 0.001). Conclusion: Most of the students declared that the customized CBL model is a convenient tool to be used in the Integrated Modular Curricula. Satisfaction is superior to that of didactic lectures and even other interactive teaching methods.

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Integration of Dermatology-Focused Physical Diagnosis Rounds and Case-Based Learning within the Internal Medicine Medical Student Clerkship

Journal of Medical Education and Curricular Development ◽

10.4137/jmecd.s40417 ◽

2016 ◽

Vol 3 ◽

pp. JMECD.S40417 ◽

Cited By ~ 1

Author(s):

Brian L. Scott ◽

Blake Barker ◽

Reeni Abraham ◽

Heather W. Wickless

Keyword(s):

Internal Medicine ◽

Differential Diagnosis ◽

Medical Students ◽

Response Rate ◽

Skin Lesions ◽

Learning Session ◽

Physical Diagnosis ◽

Case Based Learning ◽

Shelf Exam ◽

Case Based

Background Over half of dermatologic conditions are seen by nondermatologists, yet medical students receive little dermatology education. Medical students in the clinical years of training at our institution felt insecure in their physical diagnosis skills for dermatologic conditions. Objective The objective of this study was to implement dermatology-focused curricula within the Internal Medicine (IM) Core Clerkship to increase student confidence in diagnosing skin diseases. Methods Two dermatology-focused sessions were integrated into the IM Clerkship. A faculty dermatologist leads students on a dermatology-focused physical diagnosis “Skin Rounds”, where patients are seen at the bedside and students practice describing skin lesions and forming a differential diagnosis. Students also participate in a case-based active learning session. A dermatologist selects images of common skin conditions that students describe utilizing appropriate terminology and offer a differential diagnosis. The impact of these sessions was assessed through survey-based student feedback and by comparing the results from the IM Shelf Exam before and after intervention. Results A total of 74 students completed the skin rounds survey (32% response rate). About 99% ( n = 73) of students felt that skin rounds were effective and useful, and 92% ( n = 68) of students reported that they felt more confident in describing skin lesions afterward. A total of 43 students completed the case-based learning session survey (37% response rate), and 98% ( n = 42) of students strongly agreed or agreed that the session was effective and useful. Performance on the dermatologic questions of the IM Shelf Exam was analyzed. While not statistically significant at P < 0.05, students improved from an average of 77% correct responses before intervention to 79% afterward ( P = 0.60). Conclusions Our case-based and bedside teaching interventions were met with high satisfaction from medical students and increased their confidence in describing skin lesions. This intervention can serve as a model to improve dermatology education and can be adapted to utilize the IM clerkship to address curriculum inadequacies at other institutions.

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