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

2019 ◽  
Author(s):  
Bela Rui Turk ◽  
Sebastian Ertl ◽  
Guoruey Wong ◽  
Patricia P Wadowski ◽  
Henriette Loeffler-Stastka
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
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 (n=619) medical students in 2013 before CBBL implementation, and after CBBL implementation in 2015 (n=624) and 2016 (n=643) were analyzed. 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 increasing student satisfaction, improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

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

2019 ◽  
Author(s):  
Bela Rui Turk ◽  
Sebastian Ertl ◽  
Guoruey Wong ◽  
Patricia P Wadowski ◽  
Henriette Loeffler-Stastka
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
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 (n=619) medical students in 2013 before CBBL implementation, and after CBBL implementation in 2015 (n=624) and 2016 (n=643) were analyzed. 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 increasing student satisfaction, improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

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

2019 ◽  
Author(s):  
Bela Rui Turk ◽  
Sebastian Ertl ◽  
Guoruey Wong ◽  
Patricia P Wadowski ◽  
Henriette Loeffler-Stastka
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
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 (n=619) medical students in 2013 before CBBL implementation, and after CBBL implementation in 2015 (n=624) and 2016 (n=643) were analyzed. 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 increasing student satisfaction, improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

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

2019 ◽  
Author(s):  
Bela Rui Turk ◽  
Sebastian Ertl ◽  
Guoruey Wong ◽  
Patricia P Wadowski ◽  
Henriette Loeffler-Stastka
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
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 (n=619) medical students in 2013 before CBBL implementation, and after CBBL implementation in 2015 (n=624) and 2016 (n=643) were analyzed. 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 increasing student satisfaction, improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

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

2019 ◽  
Vol 19 (1) ◽  
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.

Evaluation of Efficacy of Online Case Based Learning as a Teaching Learning Tool in Undergraduate Oral Pathology Course

2021 ◽  
Vol 6 (1) ◽  
pp. 1341-1345
Author(s):  
Bijayata Shrestha ◽  
Sushil Subedi ◽  
Ujjwal Koirala ◽  
Ishwori Sharma Paudel ◽  
Sabita Paudel
Keyword(s):  
Oral Pathology ◽  
Mean Value ◽  
Dental Students ◽  
Multiple Choice Questions ◽  
Online Questionnaire ◽  
Learning Group ◽  
Post Test ◽  
Case Based Learning ◽  
Online Lecture ◽  
Case Based

Introduction: COVID-19 had enforced educational institutes to adopt online learning. Objectives: This study was designed to compare the learning outcome of online case and online lecture based learning in the undergraduate Oral pathology module of our institute and to compare the perception of students towards the course atiended. Methodology: The 3rd year dental students (N=25) were split into – online case based learning (A1=6, A2=6) and online lecture based learning groups (B=13) randomly. An online multiple choice questions tests were conducted before and after the interventions. An online questionnaire based survey was conducted to evaluate students' perceptions toward the course attended. The statistical analysis was done using paired t test and Mann Whitney U test. Results: Online case based learning was found to be a more effective learning method than online lecture based learning group (online case based learning post test mean rank=16, online lecture based learning post test mean rank=9.54, P=0.026). Significantly more students in the online case based learning group had positive perception towards the course atiended (online lecture based learning; mean value =2.5+/- 0.54, online case based learning; mean value =2.87+/-0.2, P=0.041). Conclusion: Online case based learning should be integrated in Oral Pathology curriculum amidst such pandemics when onsite classes are not possible.

scholarly journals Modified tutorials in Pharmacology for Medical students using case based learning and multiple choice questions

2019 ◽  
Vol 8 (6) ◽  
pp. 1243
Author(s):  
Sowmya Kaniganti ◽  
Nachiket Shankar ◽  
Satya Kishore Chivukula
Keyword(s):  
Test Scores ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Learning Tool ◽  
Post Test ◽  
Case Based Learning ◽  
Group 2 ◽  
Self Learning ◽  
Case Based ◽  
Group 1

Background: Active student centred learning is the need of the hour. Objectives being to compare the difference in the post test scores between students exposed to Case based learning (CBL) and Multiple choice questions (MCQ) (learning tool) during tutorials in Pharmacology for 2nd MBBS students. To understand the perception of students regarding teaching learning tools used in the study.Methods: This was a mixed methods study. Sixty eight students were divided into 2 groups. Hypertension and angina was discussed as CBL for Group 1 and as MCQ (Learning tool) for Group 2. One week later, cross over was done, Thyroid and Diabetes was discussed as MCQ for Group 1 and as CBL for Group 2. Post-test MCQ, pre validated questions (Likert scale) and open ended questions (qualitative) were distributed. Statistical Analysis: Difference in the post test scores in both the groups was analyzed using independent sample t test.Results: There was no significant difference in post test scores between CBL and MCQ groups. Questionnaire analysis suggested that both the methods provoked self-learning (45%). Thematic analysis demonstrated the positive experiences like motivated self-learning, clinical application, better understanding than theory classes and drawbacks being time consuming and fear of presentation.Conclusions: Since the study included both qualitative and quantitative analysis, the results can be elucidated comprehensively. This study implies that CBL and MCQ are effective and can be implemented into the curriculum of Pharmacology. This study can serve as an evidence to incorporate these tools in the curriculum.

scholarly journals Perceived Usefulness, Self-Efficacy, and Emotional Engagement: Does It Affect Student’s Satisfaction while using the Platform?

2021 ◽  
Vol 13 (1) ◽  
pp. 617-629
Author(s):  
Iffa Masruroh ◽  
Jun Surjanti ◽  
Ni’matush Sholikhah
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Perceived Usefulness ◽  
Emotional Engagement ◽  
Indirect Influence ◽  
Learning Platform ◽  
Saturated Sample ◽  
Learning Platforms

Many students are dissatisfied with using blended learning platforms. At the same time, student satisfaction with a blended learning platform can determine the quality of learning and learning outcomes. This study analyzed the direct and indirect influence between the user perception of a blended learning platform, self-efficacy, and emotional engagement on student satisfaction. This research includes quantitative research with a type of causality—grade XI students of IPS SMA 14 Negeri Surabaya as a population. A sample of 103 students was taken using saturated sample techniques. Data collection is obtained through interviews, questionnaires, and documentation. The data analysis used is path analysis. The results directly influenced perceptions of the usefulness of blended learning platforms, self-efficacy, and emotional engagement on student satisfaction. The indirect influence between the perception of usefulness of platform and self-efficacy to student satisfaction through emotional engagement.  

scholarly journals Using digital pathology in competency based case scenarios as an efficient pathology learning platform

2021 ◽  
Vol 156 (Supplement_1) ◽  
pp. S107-S107
Author(s):  
R Saxena ◽  
T Ejutse ◽  
M Salzle ◽  
K Carnevale
Keyword(s):  
Learning Experience ◽  
Digital Pathology ◽  
Management Options ◽  
Problem Solving Skills ◽  
Learning Platform ◽  
Pathologic Features ◽  
Radiological Images ◽  
Case Based Learning ◽  
Case Based ◽  
Clinical Cases

Abstract Introduction/Objective Case-based learning has been utilized for implementation in learning pathological and clinical features of diseases in an integrated, facile manner for some time now. We applied certain novel technological advances to improve case-based learning - short clinical vignettes describing all pertinent pathologic features with the help of digital pathology images - including both negative and positive findings. The clinical cases combined with digital pathological and radiological images and labs were uploaded on Moodle platform for student access, to be followed later by an online interactive discussion via Zoom. Methods/Case Report Clinical cases meticulously woven with digital pathological and radiological images and labs were centralized on 3 fundamental competencies – disease processes, systemic pathology and diagnostic & therapeutic pathology. This was followed by corresponding Q-A session using the “breakout room” feature of Zoom to form a differential diagnosis, reach a final diagnosis and discuss appropriate management options. Students exited the breakout rooms after individual groupwork to return to the main Zoom session for final discussion. Novel web- based tools, social media assistance, and other online resources were utilized to enhance the online learning experience. Results (if a Case Study enter NA) Student feedback confirmed that our online instructional methodology was incredibly stimulatory, particularly in topics that were difficult to grasp using traditional pedagogical methods. Summative and formative assessments indicated performance gain, enhanced motivation, improved critical thinking and evolved ability to solve clinical cases. Drawbacks included irregular student participation, lack of face-to-face interaction, network issues and time differences. Conclusion Our pathology pedagogy provides flexibility and self-directed learning skills, while simultaneously covering the geographical limitations. This not only helps students in developing critical clinical reasoning, but also enables them to acquire life-long learning and problem-solving skills. The technique proved to be a powerful educational tool that facilitated an interactive learning experience beyond the classroom setting, with integration of multidisciplinary aspects in learning Pathology. Additionally, the communication competency was also covered during case discussion among students, promoting literary, verbal and team-working capabilities.

Investigating Student Satisfaction and Perception in Clinical Reasoning Skills With Simulated Case-Based Learning as a Level I Fieldwork Experience

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512500050p1-7512500050p1
Author(s):  
Amy Mattila ◽  
Elizabeth Dwyer DeIuliis ◽  
Retta Martin ◽  
Emily Casile
Keyword(s):  
Student Satisfaction ◽  
Clinical Reasoning ◽  
Fieldwork Experience ◽  
Clinical Reasoning Skill ◽  
Case Based Learning ◽  
Simulated Case ◽  
Level I ◽  
Clinical Reasoning Skills ◽  
Students Satisfaction ◽  
Case Based

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Simulation as a Level I fieldwork (FW) has not been widely studied in OT. This presentation will portray student satisfaction outcomes from a 1-week Level I FW using the Simucase™ platform. This descriptive study investigated students' satisfaction with simulated case-based learning and their perception of clinical reasoning skill development compared with paper case scenarios. Students showed a statistically significant change in debrief and reflection, clinical reasoning, and clinical learning (p < .05). Primary Author and Speaker: Amy Mattila Additional Authors and Speakers: Elizabeth Dwyer DeIuliis Contributing Authors: Retta Martin, Emily Casile

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