Integration of leadership training into a problem/case-based learning program for first- and second-year medical students

The present study was undertaken to observe the student's opinion regarding the case based learning for teaching medical microbiology. The study was conducted in the Department of Microbiology, Bidar Institute of Medical sciences, Bidar, North Karnataka. 100 second, year MBBS students were included in the study. Students were exposed to case based lecture (topic-H.Pylori). After the Case based learning (CBL), the opinion of students was taken by using self administered questionnaire with 5 point likert scale. In the present study most of the student's preferred case based learning. We recommend including CBL as a part and parcel of medical microbiology curriculum for better understanding of subject and for practical applications.

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Comparison of problem/case-based learning with lecture-based learning in the clinical teaching of ophthalmology

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20191363 ◽

2019 ◽

Vol 6 (4) ◽

pp. 1380

Author(s):

Changfan Wu ◽

Anran Chen ◽

Yan Yu ◽

Haifeng Zhao ◽

Lingfei Hu ◽

...

Keyword(s):

Medical Students ◽

Student Perceptions ◽

Undergraduate Students ◽

Clinical Teaching ◽

Ocular Trauma ◽

Teaching Method ◽

Problem Case ◽

Case Based Learning ◽

Clinical Thinking ◽

Case Based

Background: Few researches have focused on the effectiveness of problem/case-based learning (PCBL) method in clinical teaching of ophthalmology among undergraduate students and their evaluation feedbacks to this method. Knowledge of current different approaches of teaching clinical ophthalmology might help to achieve better learning effect. So, our aim was to compare problem/case-based learning (PCBL) with lecture-based learning (LBL) in the education of medical students and investigate the student perceptions of teaching ophthalmology by the PCBL approach.Methods: Two classes of fourth-year medical students were divided into two groups by class-based randomly and were taught the ocular trauma course. A total of 76 students studied in lectures and 87 students learned in a problem/case -based learning discussion session. Five questions were designed on ocular trauma in the final examination to evaluate the effectiveness of these two teaching methods. Students with the PCBL perceptions were collected to analyse the effectiveness of the PCBL.Results: Comparing with LBL, a significantly higher overall examination score occurred in the PCBL group. Most students in the PCBL class agreed that PCBL performed better in improving their understanding of the subject materials, promoting learning motivation, and enhancing the communication skill and clinical thinking method.Conclusions: The PCBL is an effective approach to assist students in understanding the clinical diagnosis and treatment of ocular diseases. This teaching method helps students increase the motivation of improving learning and problem-handling skills.

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Using a Problem/Case-Based Learning Program to Increase First and Second Year Medical Students’ Discussions of Health Care Cost Topics

Journal of Medical Education and Curricular Development ◽

10.1177/2382120519891178 ◽

2019 ◽

Vol 6 ◽

pp. 238212051989117 ◽

Cited By ~ 1

Author(s):

Samara B Ginzburg ◽

Jessica Schwartz ◽

Susan Deutsch ◽

David E Elkowitz ◽

Robert Lucito ◽

...

Keyword(s):

Health Care ◽

Medical Students ◽

Health Care Costs ◽

Educational Program ◽

Health Care Cost ◽

Case Conferences ◽

Case Based Learning ◽

Second Year ◽

Care Costs ◽

Case Based

Background: The rising costs of health care in the United States are unsustainable and gaps in physician knowledge of how to provide care at a lower cost remains a contributing factor. It has been suggested that learning about health care costs should be incorporated into existing, already overburdened medical school curricula. Objective: To increase the discussion of health care costs among first and second year medical students, we added a component of health care cost education to an existing problem/case-based learning (PBL/CBL) program without adding curricular time. Design: A total of 98 medical students participated in this study throughout the first 2 years of their educational program. Students were charged with researching and discussing health care cost topics as part of their weekly PBL/CBL case conferences. Faculty facilitators tracked each student’s participation in discussions of health care cost topics as well as how often students initiated new conversations about health care cost topics during their case conferences. Results: 100% of students engaged in conversations about health care cost topics throughout their first and second year PBL/CBL program. In addition, students increasingly initiated new conversations about health care cost topics as they progressed through their courses from the first to the second year ( R2 = 0.887, P < .01). Conclusions: Sensitizing medical students early during their educational program to incorporate health care cost topics into their PBL/CBL case conferences proved an effective means for having them engage in conversations related to health care costs. These results offer a new, time-efficient option for incorporating health care cost topics for schools with PBL/CBL programs.

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

AJP Advances in Physiology Education ◽

10.1152/advan.00123.2018 ◽

2018 ◽

Vol 42 (4) ◽

pp. 593-598 ◽

Cited By ~ 15

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.

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

International Journal of Research in Medical Sciences ◽

10.18203/2320-6012.ijrms20160042 ◽

2016 ◽

pp. 272-277 ◽

Cited By ~ 1

Author(s):

Kartikeyan S. ◽

Aniruddha Malgaonkar

Keyword(s):

Medical Students ◽

Infectious Diseases ◽

Case Based Learning ◽

Case Based

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The Evolution of Core Curriculum in Medical Schools

Advances in Medical Education, Research, and Ethics - Handbook of Research on the Efficacy of Training Programs and Systems in Medical Education ◽

10.4018/978-1-7998-1468-9.ch005 ◽

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.

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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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