scholarly journals Case-based learning through small private online course for surgical internship teaching during COVID-19 pandemic in China

2020 ◽  
Author(s):  
Junjie Wang ◽  
Xianzhe Huang ◽  
Ke Pan ◽  
Xin Yang ◽  
Da Ren ◽  
...  
Keyword(s):  
Teaching Method ◽  
Clinical Analysis ◽  
Basic Knowledge ◽  
Online Course ◽  
High Quality Education ◽  
Case Based Learning ◽  
Community Transmission ◽  
Novel Coronavirus ◽  
The Impact ◽  
Case Based

Abstract Background In China, the outbreak of novel coronavirus disease 2019 (COVID-19) was a severe public health emergency that postponed the spring-summer semester of schools and forced students to implement home quarantine to prevent community transmission. Surgical interns’ regular learning was seriously affected during the pandemic, and was almost impossible to carry out. Methods This study aims to explore a novel online medical teaching method during the COVID-19 pandemic. A 12-week case-based learning through small private online course was conducted for 108 medical students who were supposed to practice surgery at the Second Xiangya Hospital of Central South University but were delayed because of the pandemic. At the end of the course, final test and questionnaire survey were completed. The scores of final tests were compared with those before pandemic of the same students when receiving traditional surgical internship teaching. Results The case-based learning through small private online course during the pandemic significantly increased the scores of students in the surgical basic knowledge(90.00 ± 4.76 vs. 85.81 ± 7.45, P = 0.003) and clinical analysis ability(89.55 ± 3.41 vs. 84.57 ± 5.07, P = 0.000), but decreased the scores of clinical operative skills(79.19 ± 5.52 vs. 85.28 ± 9.45, P = 0.002 ). According to the survey, 91.6% of the students thought it was necessary to carry out the online internship teaching and 88.9% of students were satisfied with this teaching method. Conclusions It was concluded that case-based learning through small private online course effectively minimized the impact of COVID-19 for surgical intern teaching by providing high-quality education.

Multidisciplinary Group Case-Based Learning Environment

2018 ◽  
pp. 262-277
Author(s):  
Despo Ktoridou ◽  
Epaminondas Epaminonda ◽  
Achilleas Karayiannis
Keyword(s):  
Teaching And Learning ◽  
Core Element ◽  
Innovation And Technology ◽  
Case Based Learning ◽  
Market Opportunities ◽  
New Type ◽  
Multidisciplinary Group ◽  
The University ◽  
The Impact ◽  
Case Based

Technological, economic, and social developments represent dynamic changes for businesses across industries, creating opportunities for young entrepreneurs to build profitable companies. A key consideration relates to the need to recognize market opportunities and understand when and how to capitalize on them, whether starting a new type of business or growing on existing ideas; entrepreneurial thinking is a central attribute in cultivating an answer to this consideration. This chapter examines the impact of case-based learning introduced in a multidisciplinary undergraduate course, “Management of Innovation and Technology,” at the University of Nicosia. A core element in this process are the students' and lecturers' experiences, benefits, and challenges of cultivating entrepreneurial thinking. The findings can be useful for academics teaching entrepreneurship-related topics and seeking ways to incorporate innovative approaches in their teaching and learning processes in order to motivate students towards the development of entrepreneurial thinking in their professional engagements.

Examining the impact of case-based learning on student engagement, learning motivation and learning performance among university students

2019 ◽  
Vol 12 (3) ◽  
pp. 517-533 ◽  
Author(s):  
Syed Ali Raza ◽  
Wasim Qazi ◽  
Bushra Umer
Keyword(s):  
Student Engagement ◽  
University Students ◽  
Learning Motivation ◽  
Learning Performance ◽  
Content Type ◽  
Case Based Learning ◽  
Motivation And Learning ◽  
The Impact ◽  
Case Based

Purpose The purpose of this paper is to examine the impact of case study-based learning on student’s engagement, learning motivation and learning performance among university students of Pakistan. Design/methodology/approach The research model is analyzed with structural equation modeling. The analysis is done with the application of the measurement model and the structural model. Findings The findings revealed that case study-based learning enhances student engagement, and a significant and positive relationship between case-based learning and all four aspects of engagement, i.e. behavioral, emotional, cognitive and agentic engagement, was observed statistically. According to the findings, case-based learning leads toward an understanding of concepts learned in class and the development of skills among students and results in the enhancement of learning motivation. Furthermore, it is suggested by the results that the impact of student engagement on learning performance varies with respect to its different aspects. As among all the four aspects, only agentic engagement was found to be statistically significant in establishing the link with the learning performance of the students. Research limitations/implications The mixed findings pertaining to the impact of student engagement’s aspects on learning performance of the students pave the way for future research. The future researchers should incorporate individual traits and the specific context to analyze the relationships between the proposed constructs because students vary in their responses to learning activities. Practical implications The present study holds significance for the field of educational research and emphasizes the importance of incorporating case-based teaching in the higher education curriculum in order to ensure the implementation of effective learning strategies. Also, this research will be beneficial for future researchers in understanding the phenomenon of student learning and engagement. Originality/value In view of the limited academic literature in the Asian context, the present study extends the findings and examined the impact of case-based learning on student’s engagement, student’s learning motivation and the role of such engagement in enhancing learning performance of university students.

scholarly journals Effects on applying Micro-Film Case-Based Learning model in pediatrics education

2020 ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Satisfaction Survey ◽  
Control Group ◽  
Final Examination ◽  
Self Assessment ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background: In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF+CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills.Methods: Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF+CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination.Results: The experimental group generally performed better than the control group on the student self-assessment (P＜0.05), satisfaction survey (P＜0.05), and final examination (80.02±3.77 vs 73.65±3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF+CBL model due to its time- and energy-consuming features.Conclusions: Compared with LBL, the MF+CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

scholarly journals The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Wanjun Zhao ◽  
Linye He ◽  
Wenyi Deng ◽  
Jingqiang Zhu ◽  
Anping Su ◽  
...  
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Thinking Skills ◽  
Basic Knowledge ◽  
Traditional Group ◽  
Traditional Lecture ◽  
Case Based Learning ◽  
Post Class ◽  
Clinical Thinking

Abstract Background This study aimed to evaluate the effectiveness and efficiency of PBL–CBL combined teaching in thyroid surgery and make observations from the students’ perspectives, based on their satisfaction with the learning process. Methods We prospectively enrolled 354 fourth-year students majoring in clinical medicine, along with 232 residents, from September 2014 to June 2019. These participants were randomly allocated into either the combined PBL–CBL teaching group or the traditional lecture-based classroom group to attend a course about thyroid nodules. Both pre- and post-class quizzes were conducted. An anonymous questionnaire was also administered to both groups to evaluate the students’ perceptions and experiences. We compared the two teaching methods among all the students as well as with the fourth-year students and residents in subgroups. Results The traditional group’s pre-class quiz scores were significantly higher than the PBL–CBL group’s (as determined by a two-tailed t-test at a 95% confidence interval, T = 16.483, P < 0.001). After class, in the PBL–CBL group, the mean total quiz score and the basic knowledge and case analysis scores increased significantly (P < 0.001). The PBL–CBL group’s performance improvement was significantly higher than the traditional group’s (increasing from 52.76 to 70.51 vs. from 67.03 to 71.97). Furthermore, the scores for learning motivation, understanding, student–teacher interaction, the final examination, communication skills, clinical thinking skills, self-learning skills, teamwork skills, and knowledge absorption, as measured by the survey, were significantly higher in the PBL–CBL group than in the traditional group (P < 0.001). Meanwhile, the survey scores representing the amount of students’ free time the course consumed were significantly lower in the PBL–CBL group than in the traditional group (P < 0.001). Conclusions PBL combined with CBL may be an effective method for improving medical students’ and residents’ performance and enhancing their clinical skills.

scholarly journals Impact of lockdown measures in abating the COVID-19 pandemic: Lessons from India’s phased approach

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
R Singh ◽  
K Sharma
Keyword(s):  
Public Health ◽  
World Health ◽  
The Public ◽  
Daily Data ◽  
Travel Restrictions ◽  
Community Transmission ◽  
The Government ◽  
Novel Coronavirus ◽  
Health Organization ◽  
The Impact

Abstract Background World Health Organization (WHO) declared that the outbreak of novel coronavirus (2019-nCoV) constituted a Public Health Emergency of International Concern (PHEIC) on 30 January 2020 and characterized the novel coronavirus disease (COVID-19) as a pandemic on 11 March 2020. India enacted such measures early on for effective mitigation and suppression to reduce community transmission, including an onerous national lockdown. The impact of the health system governance is quite apparent among all stakeholders including the public in such emergency contexts. Methods We compiled the daily data on the number of COVID-19 cases, recoveries and deaths from January 30th until June 16th, 2020. Different stages were categorized from post PHEIC declaration (pre-lockdown) phase to lockdown phases and unlocking phase as implemented. The several measures adopted by the national government were structured in four broad categories as Governance and socioeconomic, travel restrictions, lockdown and public health measures. These measures were compared during each phase. Results It was revealed that while the cases are rising the phased restrictions has helped in delaying the peak and remarkably interrupted the rate of transmission. The national average doubling rate was 3 days at the beginning which improved to 22 days. The basic reproduction number remained close to 1 during the last week of lockdown. However, the initial interruption of needed aid and technical support had negative social and economic impacts on the affected population. Conclusions As the situation abates following the measures adopted by the government, an articulate strategy of unlocking through increased testing and prompt isolation needs to be developed for more effective reduction and protecting the livelihoods allowing to further relax the lockdown measures. Key messages There is need for the local government to consider a strategic easing of the lockdown for protecting the rights of the most affected population. As the transmission rates are low, the easing of lockdown can be benefited from improved testing and prompt isolation.

scholarly journals Effects on applying Micro-Film Case-Based Learning model in pediatrics education

2020 ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Satisfaction Survey ◽  
Control Group ◽  
Final Examination ◽  
Self Assessment ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background: In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF+CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills. Methods: Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF+CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination.Results: The experimental group generally performed better than the control group on the student self-assessment (P＜0.05), satisfaction survey (P＜0.05), and final examination (80.02±3.77 vs 73.65±3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF+CBL model due to its time- and energy-consuming features.Conclusions: Compared with LBL, the MF+CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

scholarly journals Teaching Reform of College Basketball Multimedia Video Image from the Perspective of Basketball Culture

2021 ◽  
Vol 2021 ◽  
pp. 1-20
Author(s):  
Bo Zheng ◽  
Guangcai Qu
Keyword(s):  
Physical Fitness ◽  
Teaching Method ◽  
Colleges And Universities ◽  
Basic Knowledge ◽  
Physical And Mental Health ◽  
Sports Culture ◽  
College Basketball ◽  
Teaching Reform ◽  
Teaching Goals ◽  
The Impact

Computer-aided instruction (CAI) is a teaching method that uses modern media to present teaching content, optimize classroom teaching structure, and achieve teaching goals. Multimedia technology integrates graphics, text, and sound, with a large amount of information, rich content, and a good way of human-computer interaction. This article aims to study the reform of basketball teaching in colleges and universities from the perspective of basketball culture. This article mainly adopts the method of questionnaire survey and uses techniques such as big data statistics to investigate and analyze the composition of basketball teachers in colleges and universities in a certain province; Understand the situation; analyze and understand the impact of basketball culture on the reform of college basketball teaching; analyze the effect of the composition of college basketball teachers on college basketball teaching reform; and investigate the impact of the integration of basketball culture on students’ basketball interest. The results show that about 70% of students believe that basketball can enhance physical fitness and recreation, while most teachers believe that basketball can enhance students ‘physical fitness, impart students’ skills, and promote physical and mental health. The expectations for leisure, entertainment and heritage culture are less than 20%. From the perspective of the age structure of teachers, the basketball team of colleges and universities shows younger characteristics and teachers less than 40 years old account for more than 70% of the total. 81.0% of college basketball teachers are mainly graduates, but the proportion of basketball teachers with a doctorate is significantly lower. Some colleges and universities do not even have a doctorate. Most of them are graduates and undergraduates. Some colleges and universities still have college students. Therefore, teachers often need to have a certain basic knowledge of basketball professional culture, and they should make full use of basketball sports culture and combine them with each other to cultivate their own basketball interests and promote the reform of basketball sports teaching methods in colleges and universities.

scholarly journals Application of online case-based learning in the teaching of clinical anesthesia for residents during the COVID-19 epidemic

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yi Duan ◽  
Zuozhi Li ◽  
Xiaoyu Wang ◽  
Zhifeng Gao ◽  
Huan Zhang
Keyword(s):  
Clinical Teaching ◽  
Learning Ability ◽  
Average Score ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Case Based Learning ◽  
Clinical Anesthesia ◽  
Theory Test ◽  
The Impact ◽  
Case Based

Abstract Objective COVID-19 prevention and control demand a reduction in crowd gathering, which has a significant impact on traditional teaching and offline case-based learning (CBL). In order to mitigate the impact of the COVID-19 outbreak on clinical teaching, we aimed to compare the effects of an online CBL with traditional teaching model on learning outcomes of anesthesia residents. Methods Residents rotated in the Department of Anesthesiology in Beijing Tsinghua Changgung Hospital from January 2020 to February 2021 were included in Group W (n = 19), which implemented the W-CBL teaching model. The performance of residents was evaluated with theory test and 2 survey questionnaires (A and B) were conducted after 1 month of rotating. All 20 residents rotating in the Department of Anesthesiology at our hospital from January 2018 to December 2019 were included in Group C, which implemented the traditional teaching model. Their examination results were acquired through the teaching files and survey questionnaire (A) were administered through WeChat. Results During the 1-month rotation, a total of 10 cases were discussed in Group W. The average score for theory test was higher in Group W than that in Group C (84.57 ± 4.87 vs. 79.35 ± 3.70, P = 0.001). The satisfaction rate was also in favor of Group W regarding to clinical thinking, communication skills, learning interest and self-learning ability (P < 0.05). Conclusions Online CBL based on WeChat platform is an effective and acceptable teaching strategy in comparison to lecture-based learning (LBL) among residents embarking on clinical anesthesia courses.

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