scholarly journals MED38/465: Innovative Medical Education in an Integrated Framework of Case-Based Learning and Web-Based Training

1999 ◽  
Vol 1 ◽  
pp. e74
Author(s):  
R Singer ◽  
J Riedel ◽  
FJ Leven
Keyword(s):  
Medical Education ◽  
Web Based ◽  
Integrated Framework ◽  
Case Based Learning ◽  
Case Based

Application and Evaluation of Case-Based Learning as a Part of Early Clinical Exposure for Undergraduate Medical Education Program

2020 ◽  
Vol 5 (08) ◽  
pp. 284-288
Author(s):  
Vandana Daulatabad ◽  
Prafull K. ◽  
Dr. Surekha S. Kadadi-Patil ◽  
Ramesh S. Patil
Keyword(s):  
Medical Education ◽  
Research Centre ◽  
Muscle Physiology ◽  
Case Scenario ◽  
Clinical Exposure ◽  
Clinical Scenarios ◽  
Case Based Learning ◽  
Nerve Muscle ◽  
Case Based ◽  
Early Clinical Exposure

Introduction: Medical Education is witnessing a significant transition and global shift towards competency based medical education (CBME) which includes early clinical exposure (ECE) program to help students apply and correlate principles of preclinical subjects with clinical scenarios, in various forms and in a variety of settings. One of the easy and feasible methods of ECE being Case Based Learning (CBL), our study aimed to design a case scenario and to evaluate impact of case base learning as a part of ECE module in first year undergraduate medical teaching program in nerve muscle physiology. Methods: The present study was conducted in 96 students at Ashwini Rural Medical College Hospital and Research Centre, Solapur after obtaining institutional ethics committee approval. 3 hrs session of CBL was conducted for a case scenario on myasthenia gravis in the nerve muscle physiology module. The students’ responses on pre-test, post-test and their insights regarding the CBL were taken through a pre validated questionnaire using 5-point Likert scale. Results: High impact of CBL was seen as significant improvement in student’s performance. Maximum students felt CBL to be easy method of learning and was highly appreciated through their feedback. Conclusion: CBL was found to have positive impact on understanding and perception of topic. CBL helped students to understand, evaluate, analyze, diagnose and interpret the case, paving them towards newer approach of self-directed and vertical integrated learning. CBL is easier, feasible an effective method among other early clinical exposure methods as it involves students in deeper and self-directed active learning, encouraging and promoting them to reach higher levels of cognitive domain of Bloom’s taxonomy. This method will be very useful in its practical implementation during online classes for ECE module in the threat of COVID 19 situation as well.

scholarly journals What Ifs and Multi-directional symptoms PBL cases: two simple and functional adjuncts to problem-based learning materials

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Jeff Schwartz
Keyword(s):  
Medical Education ◽  
Clinical Reasoning ◽  
Problem Based Learning ◽  
New Materials ◽  
Learning Materials ◽  
Case Based Learning ◽  
Patient Presentation ◽  
Case Based ◽  
Management Issues

Although problem-based learning (PBL) is widely used in medical education for its many virtues, a number of deficiencies exist. As means of enhancing the experience of PBL for students, two relatively simple adjuncts to PBL are presented. What Ifs are short hypothetical scenarios, appended to the end of a PBL case, that require students to revisit elements of the PBL case just completed and apply their newly acquired knowledge to clinical reasoning in an altered scenario or to explore anew another dimension of the PBL case. Multi-directional symptoms PBL cases are cases where a common presenting symptom, rather than a specific pathology, is the focus of the PBL case and, following a core narrative of the initial patient presentation, a series of independent continuation narratives with appropriate histories, examination findings and investigation results, lead students to divergent diagnoses and management issues. In addition to keeping the PBL process fresh by rotating new materials regularly, these adjuncts extend the PBL process in the direction of case-based learning.

The Evolution of Core Curriculum in Medical Schools

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.

scholarly journals Using Web-Based, Group Communication Systems to Support Case Study Learning at a Distance

2002 ◽  
Vol 3 (2) ◽  
Author(s):  
Terry Anderson ◽  
Liam Rourke
Keyword(s):  
Distance Education ◽  
Communication Systems ◽  
Teaching And Learning ◽  
Group Communication ◽  
Relative Effectiveness ◽  
Web Based ◽  
Case Based Learning ◽  
Group Communication Systems ◽  
Case Based

<P class=abstract>This study explored the capacity of Web-based, group communication systems to support case-based teaching and learning. Eleven graduate students studying at a distance were divided into three groups to collaborate on a case study using either a synchronous voice, an asynchronous voice, or a synchronous text communication system. Participants kept a detailed log of the time they spent on various activities, wrote a 1,500-word reflection on their experience, and participated in a group interview. Analysis of these data reveals that each group supplemented the system that had been assigned to them with additional communication systems in order to complete the project. Each of these systems were used strategically: email was used to share files and arrange meetings, and synchronous voice systems were used to brainstorm and make decisions. Learning achievement was high across groups and students enjoyed collaborating with others on a concrete task. Keywords: Distance Education, Case-based Learning, Collaboration Software, Online Learning.</P> <P>The evidence in favour of case-based teaching and learning continues to mount (cf. Lundeberg, Levin, and Harrington, 1999). One interesting facet of this research suggests that group discussions are the active ingredient of case study learning. For on-campus students this is simple to arrange, but where does it leave students who are studying at a distance? Case studies are often used in distance education, but traditionally they have been implemented in an independent mode, with students reading a problem-centred or exemplary narrative in order to contemplate its central issues. This type of case-based teaching omits what may be the most important part of case-based pedagogy.</P> <P>Fortunately, a wide array of Web-based communication software exists that supports various types of communication at a distance, including text or voice, person-to-person or multi-person, and synchronous or asynchronous interaction. The relative effectiveness of these systems to support collaboration among students is an important issue to distance educators.</P>

Web-Based Learning Environment for Medical Education

2010 ◽  
pp. 728-755
Author(s):  
Josep Maria Monguet ◽  
João Costa ◽  
Pedro Gaspar ◽  
Rogério Costa
Keyword(s):  
Medical Education ◽  
Learning Environments ◽  
Information And Communication Technologies ◽  
Chronic Wounds ◽  
Communication Technologies ◽  
Game Based Learning ◽  
Web Based ◽  
Web Based Learning ◽  
Case Based Learning ◽  
Information And Communication

This chapter describes the saliency of learning environments supported by information and communication technologies, followed by a conceptualization of the virtual learning environments, highlighting their overall advantages, more specifically those in the field of medical education. Special attention is also paid to some learning methodologies and strategies and their applicability. Before describing the e-fer, as Web based learning system, the authors also introduce some practical examples of the use of information and communication technologies in medical education. The importance of this training platform for the diagnosis and treatment of chronic wounds is demonstrated here, with a description of its functionalities, as well as its characteristics such as case based learning and game based learning. At the end of this chapter, the authors present the research projects currently in progress, based on the e-fer, in areas such as the impact of the content adaptive model in learning processes, cost estimate as a result of non-training and the build up of communities of practice.

Usability Heuristics for Clinical Case-Based Learning Assessment Systems applied to Medical Education

2015 ◽  
Vol 13 (3) ◽  
pp. 892-898 ◽  
Author(s):  
Ana Paula Galvao Damasceno Carrare ◽  
Cristiane Camilo Hernandez ◽  
Cristiane Kochi ◽  
Ismar Frango Silveira ◽  
Carlos Alberto Longui
Keyword(s):  
Medical Education ◽  
Clinical Case ◽  
Learning Assessment ◽  
Assessment Systems ◽  
Case Based Learning ◽  
Case Based
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