Introduction to case-based learning: An attempt to integrate topics in biochemistry

2021 ◽  
Vol 0 ◽  
pp. 1-5
Author(s):  
Sukhraj Kaur ◽  
Ritu Sharma
Keyword(s):  
Medical Curriculum ◽  
Case Histories ◽  
Self Directed Learning ◽  
Innovative Teaching ◽  
Institutional Ethics ◽  
Significant Difference ◽  
Post Test ◽  
Case Based Learning ◽  
Teaching Learning ◽  
Case Based

Objectives: Biochemistry is one of the foundation sciences in the medical curriculum, which has immense importance in understanding the future clinical sciences, but it is generally considered to be a subject of just countless biochemical structures, pathways, and reactions. Conventionally, it was taught by means of didactic lectures, tutorials, and practical classes. These days, the education system is changing to a student-centered teaching–learning process with the use of various innovative teaching methods. Case-based learning (CBL) is one such approach which can make learning more effective and interesting. To generate interest of students in Biochemistry by correlating topics and their clinical application. Materials and Methods: After taking permission from the Institutional ethics committee, the students were given didactic lecture on the integration of carbohydrates and lipid metabolisms followed by a test (pre-test). They were then divided into small groups and given case histories which they were to discuss amongst themselves and arrive at a conclusion. These case histories were then discussed one to one with the facilitator. The students were again given a test (post-test). Results: There was a significant difference in the marks obtained in pre and post-test. Majority of the students felt it was an enjoyable and effective way of studying Biochemistry. Faculty also gave an encouraging response. Conclusion: CBL can be an important way of stimulating the students for self-directed learning and integrating topics of Biochemistry so that they are easily conceptualized.

scholarly journals The effect of student centered pharmacology teaching in the form of clinical case scenario among M.B.B.S students

2017 ◽  
Vol 6 (2) ◽  
pp. 458
Author(s):  
G. Francis Britto ◽  
K. R. Subash
Keyword(s):  
Clinical Case ◽  
Student Perception ◽  
Self Directed Learning ◽  
Case Scenario ◽  
Feedback Questionnaire ◽  
Post Test ◽  
Case Based Learning ◽  
Directed Learning ◽  
Teaching Learning ◽  
Case Based

Background: Pharmacology teaching by conventional method is by didactic lectures and practical sessions. To cultivate interest and motivate students towards self directed learning, the best tool in teaching learning methodology available is case based learning. Aims and objective of the study was to analyze the effectiveness and acceptance of case based learning (CBL) of pharmacology among M.B.B.S Students.Methods: The second year M.B.B.S Students of the academic year 2014 and 2015 were enrolled in the study. Clinical case scenario was formulated as modules based on the common clinical cases which the student observe and encounter in clinical postings in wards. The students were divided in to four groups, 30 in each group with one facilitator. Each module of case based learning was evaluated with pre test and post test. The student perception was recorded by a five point likert scale feedback questionnaire at the end of the study.Results: The post test scores in all modules revealed significant improvement in student’s performance by CBL method when compared using “paired t test”. Majority of the students preferred more CBL sessions for rest of the academic year.Conclusions: Students centred pharmacology teaching by CBL method creates self-directed learning environment to explore more for better understanding and application of the theoretical knowledge gained towards clinical practice.

"Introduction of Case Based Studies among First Professional MBBS Students in the Department of Biochemistry " (Preprint)

2020 ◽  
Author(s):  
Rachna Sabharwal ◽  
Rajesh Mahajan ◽  
Animesh Mahajan
Keyword(s):  
Learning Process ◽  
Likert Scale ◽  
Feedback Form ◽  
Innovative Teaching ◽  
Traditional System ◽  
Feedback Questionnaire ◽  
Post Test ◽  
Case Based Learning ◽  
Teaching Learning ◽  
Case Based

BACKGROUND Background: In the traditional system of medical education, Biochemistry was mainly taught by means of didactic lectures, tutorials and practical classes, along with anatomy and physiology in the first year of the medical course of four and a half years. Hence, it was teacher-centered, with minimal active participation from the students and hence, the students lacked critical thinking. But these days, the education is changing to a student-centered teaching–learning process with the use of various innovative teaching methods. This makes the students actively involved in the process of learning and it thus prepares them for a lifelong self directed learning process. Case Based Learning (CBL) is one such approach which can make learning more effective and interesting. The clinical case which is given, acts as a stimulus and so the learner is motivated to gain knowledge. Keeping in mind the above facts the present study was planned to introduce Case Based Learning (CBL) in Biochemistry and assess its effectiveness in understanding the subject along with its perception among faculty and students. OBJECTIVE Aims and Objectives: To introduce case based learning (CBL) as a teaching learning method among Ist Prof MBBS students to improve students understanding of clinical aspect of Biochemistry. METHODS Methodology: After obtaining clearance from institutional ethical committee, educational research was carried out in the department of biochemistry, GMC, Jammu.. The study was conducted on 150 MBBS first Prof Students. Both, the faculty and students were sensitized to introduction of case based learning methods. Theory lectures were taken for both the selected topics i.e. Jaundice and Diabetes Mellitus. Then case based learning sessions were conducted for both the topics. At the end of both the lectures and CBL sessions, a post test (MCQ) was conducted. A repeat test was taken after 4 weeks from the first post-test (MCQ) for each topic. Also, the perceptions of students and faculty were taken on a validated feedback questionnaire and analysed on 5 point Likert scale. RESULTS Results: A total of 144/150 (96%) students participated in the study. The CBL scores were significantly higher than Didactic Lectures session scores (P < 0.001). This difference was also seen in scores after four weeks of session completion (P < 0.001). Students and faculty feedback was taken on 5-point Likert scale feedback form. 92% students either strongly agreed or agreed that topic was more interesting and easy when taught by CBL. Almost same number (92%) agreed to better understanding of topic and also that their attention span was more during CBL sessions. 87% students felt that it motivated them for self study. 90% students agreed to have learnt teamwork during CBL sessions. 97% students and majority of the faculty agreed that CBL should be made a regular part of the curriculum. Although faculty was also of opinion that this is more time consuming and requires more of teacher’s efforts. CONCLUSIONS Conclusion: This study showed that Case Based Learning is an active method of learning resulting in better understanding and retention of subject of biochemistry. It was well accepted by both the faculty and the students and was found feasible and relevant to be introduced in the curriculum by both of them. Students found this method more interesting, useful in understanding the topic, helpful to them in application for future practice, problem solving and provides a scope for interaction with faculty.

scholarly journals A study to assess the effectiveness and perception of students regarding Case Based Learning over traditional teaching method in Community Medicine

2021 ◽  
Vol 33 (1) ◽  
pp. 41-46
Author(s):  
Rachana R Annadani ◽  
Malatesh Undi
Keyword(s):  
T Test ◽  
Community Medicine ◽  
Controlled Study ◽  
Traditional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
Case Based Learning ◽  
Medical Undergraduates ◽  
Second Year ◽  
Case Based

Background: Case based learning (CBL) among medical undergraduates, has more interactive sessions and students been involved in thinking, analyzing and interpretation. However, it is not clear if it is reflected in their assessment results. Aim & Objective: To assess the effectiveness and perception of Case Based Learning over the traditional TL method used in Community Medicine among second year medical undergraduates. Settings and Design: A randomized controlled study was conducted among second year medical undergraduates studying in a government medical college in coastal Karnataka. Methods and Material: 143 Students were randomly allocated into two groups- Group A underwent traditional teaching and Group B underwent Case Based learning. The effectiveness of TL methods was assessed using Multiple Choice Questions (MCQs). Group B’s perception regarding CBL was also obtained. Statistical analysis: Inter-group and intra-group mean scores of the pre-test, post-test and retention tests of MCQs of the students were compared using independent t-test and paired t-test respectively. Results: Statistically significant difference was observed in post-test and retention test scores between the groups. Students perceived CBL aroused interest and encouraged self-directed learning. Conclusion: CBL was effective over the traditional teaching learning method.

scholarly journals CASE BASED LEARNING: AN ESSENTIAL TOOL IN MEDICAL CURRICULUM FOR TEACHING BIOCHEMISTRY

2021 ◽  
pp. 51-53
Author(s):  
Karanpreet Bhutani ◽  
Suvarna Prasad ◽  
Kirti Sharma ◽  
Upinder Singh
Keyword(s):  
Test Scores ◽  
The Body ◽  
Control Group ◽  
Learning Method ◽  
Post Test ◽  
Case Based Learning ◽  
The Subject ◽  
Didactic Lecture ◽  
Teaching Learning ◽  
Case Based

Introduction: Active learning model using cooperative techniques such as Case Based Learning (CBL) has increased. In CBL, the instructor acts as a facilitator in the construction of knowledge. Clinical Biochemistry is concerned with methodology and interpretation of biochemical tests performed on the body uids and tissues, 1 to support diagnosis, treatment and monitoring of disease. Some change in the teaching learning method can enhance the interest of the students in the subject and they can apply the knowledge of the subject in diagnosis, treatment and follow up of a disease in their professional career. Aims and Objectives:To introduce CBL as teaching learning method and then:-1. Compare score of students by two methods of teaching- Traditional didactic lectures and case based approach.2. Evaluate student's and Faculty's feedback regarding their perception of case based learning. Method: The study was conducted in the Department of Biochemistry, MMIMSR, Mullana (Ambala) during six months period. 150 First professional MBBS students (Batch 2018-19) of MMIMSR, Mullana were included in the study.Pre and Post Test and prevalidated questionnaire (Based on Likert's scale) were used as tools for data collection. The students were divided into two groups: - Group A (n=75) (Study group): case based learning (CBL) was used as teaching learning method. Group B (n=75) (Control group): Traditional didactic lecture method was used as teaching learning method. Result: The Post- test scores of both the learning methods were statistically signicantly higher when compared to their respective Pre- test scores. (p<0.05). The Post- test score of CBL group was higher than that of Didactic lecture group (p <0.05). Conclusion: Both faculty and students wanted CBL sessions to be held in future as this makes Biochemistry a very interesting subject .So CBL should be incorporated along with Didactic lectures in the curriculum for MBBS students.

IMPACT OF CASE BASED LEARNING IN UNDERSTANDING PHYSIOLOGY

2021 ◽  
pp. 5-6
Author(s):  
Anupi Das ◽  
Purnima Barua ◽  
Pranabika Mahanta
Keyword(s):  
Clinical Signs ◽  
Vital Signs ◽  
Signs And Symptoms ◽  
Clinical Situation ◽  
Clinical Aspects ◽  
Innovative Teaching ◽  
Case Based Learning ◽  
Clinical Signs And Symptoms ◽  
Teaching Learning ◽  
Case Based

The knowledge of Physiology is extremely necessary for a new medical student to understand the basic functions of human body. Traditionally the entire syllabus of Physiology is completed through didactic lectures and practical sessions. In case of lecture the role of learners is passive and there is less or no interaction of the student with teacher. Case based learning is one of the innovative teaching-learning methodology which can make this subject interesting, clinically useful, and can enable the students to learn it by correlating with its clinical aspects. Cases are generally written as problems that provide the student with a background of a patient or other clinical situation. Supporting information is provided, such as latest research articles, vital signs, clinical signs and symptoms, and laboratory results. CBL allows students to develop a collaborative, team based approach to their education.

scholarly journals Case-based Learning in Biochemistry: An Innovative Criterion-based Assessment Module for Effective Learning among MBBS Phase 1 Students in India

2017 ◽  
Vol 21 (1) ◽  
pp. 62-68 ◽  
Author(s):  
Vani C Axita ◽  
Rakesh T Mudaraddi ◽  
Praveenkumar Shetty ◽  
AS Shilpasree
Keyword(s):  
Student Performance ◽  
Assessment Tool ◽  
Teaching Method ◽  
Phase 1 ◽  
Self Directed Learning ◽  
Innovative Teaching ◽  
Effective Learning ◽  
Case Based Learning ◽  
Directed Learning ◽  
Case Based

ABSTRACT Introduction The main focus of case-based learning (CBL) is to integrate basic science material with clinical science. Case-based learning may be designed and introduced along with traditional didactic lectures in a way that it creates interest, promotes better understanding, active participation, and self-directed learning. The student should be motivated to become a life-long learner. Intervention We have formulated an innovative criterion-based module for implementation and evaluation of MBBS phase 1 students. This includes framing of a time schedule for distribution of teaching hours based on multiple teaching tools and module for conducting CBL sessions. This will be assessed by evaluation of student performance using a newly developed valid assessment tool. Materials and methods For the CBL sessions, 100 students of phase 1 MBBS course were included. They were divided into 10 groups of 10 students each. Ten clinical cases were selected for CBL sessions. Each student was given two cases for discussion. Pretest was conducted before and posttest after the CBL session. The session was conducted as planned in the module. The performance of the students was analyzed. Feedback from the students and teachers were taken and analyzed for its utility and effectiveness. Results The performance of the students showed drastic improvement after the CBL sessions (p < 0.0001); 85% of the students and 80% of the teachers agreed that CBL helps in deep learning and critical thinking; 84% of students and 73% teachers felt that CBL makes subject interesting with good retention of contents and reasoning ability for their future medical practice. Conclusion Our newly formulated assessment tool stands appropriate, which can be included in the present curriculum. Both the teachers and the students were satisfied with this kind of teaching method. This innovative teaching module and our newly formulated assessment tool proved to be very effective for learning biochemistry. How to cite this article Patil VP, Patil VS, Kulkarni SP, Trivedi DJ, Axita VC, Mudaraddi RT, Shetty P, Bargale AB, Kamble PS, Ingleshwar DG, Shilpasree AS. Case-based Learning in Biochemistry: An Innovative Criterion-based Assessment Module for Effective Learning among MBBS Phase 1 Students in India. Indian J Med Biochem 2017;21(1):62-68.

scholarly journals Effect of self-directed learning process on multimedia competencies of educational technology students

2015 ◽  
Vol 7 (1) ◽  
pp. 22
Author(s):  
Mohsen  Bagheri ◽  
Mohammad Hashemi Gheshlaghi ◽  
Fatemeh Joshaghan Nezhad
Keyword(s):  
Educational Technology ◽  
Learning Process ◽  
Self Directed Learning ◽  
Paired Samples ◽  
Technology Students ◽  
Multimedia Production ◽  
Significant Difference ◽  
Post Test ◽  
Directed Learning ◽  
Multimedia Competencies

The current study aimed to investigate the effectiveness of the Self-directed Learning (SDL) process on multimedia competencies of educational technology students at Arak university in Iran. The sample of the study consisted of all educational technology students studying at Arak university. The sample included students who were selected for project courses in the  second semester of academic year 2014-2015. The quasi-experimental research, pre-test, post-test design was used for the study. Before the treatment, the pretest of multimedia competencies was employed, then students in the project course received education through the SDL process. The period lasted for 13 weeks, then the post-test was conducted. For data collection, the researchers prepared a questionnaire of multimedia competencies with three subscales (multimedia instructional design, multimedia production skills, and multimedia production tools). The validity of the questionnaire was confirmed by experts in the field of Educational Technology, and Cronbach's alpha coefficient was obtained as a reliability of 0.90. The data were analyzed with independent and paired-samples t-test. The results showed that there was a significant difference between students’ scores in pre-test and post-test; and there was no significant difference between male and female students’ scores on multimedia competencies.Keywords: educational technology, self-directed learning process, multimedia competencies

scholarly journals Case-based learning in integrated management of neonatal and childhood illness

2019 ◽  
Vol 6 (3) ◽  
pp. 1163
Author(s):  
Sundaram Kartikeyan ◽  
Aniruddha A. Malgaonkar
Keyword(s):  
Gender Differences ◽  
Test Scores ◽  
Test Score ◽  
Integrated Management ◽  
Childhood Illness ◽  
Cognitive Domain ◽  
Post Test ◽  
Case Based Learning ◽  
The Difference ◽  
Case Based

Background: This complete-enumeration, before-and-after type of study (without controls) was conducted on 61 third-year medical students at Rajiv Gandhi Medical College, Thane, Maharashtra state to study the difference in cognitive domain scores after attending lecture-based learning (by a pre-test) and after attending case-based learning (by a post-test).Methods: After approval from the institutional ethics committee, the purpose of the study was explained to third-year medical students and written informed consent was obtained. After curriculum-based lectures on integrated management of neonatal and childhood Illness, a pre-test was administered wherein each student was asked to fill up case sheets for five case scenarios. The maximum marks obtainable were 10 marks per case (total 50 marks).  Case-based learning was conducted in two sub-groups comprising 31 and 30 randomly assigned students by the same faculty and students in each sub-group were exposed to identical case scenarios. The post-test was conducted using case scenarios and case sheets that were identical to that of the pre-test.Results: The overall mean score increased and the difference between the case-wise pre-test and post-test scores of both female (n=35) and male (n=26) students was highly significant (p <0.00001). However, the gender differences in pre-test score (Z=1.038; p=0.299) and post-test score were not significant (Z=0.114; p=0.909).Conclusions: Using case scenarios augmented the cognitive domain scores of participating students and the gender differences in scores were not statistically significant. The post-test scores showed higher variability. Remedial educational interventions would be required for students who obtained low scores in the post-test.

Practical and Case-Based Methods in Teaching and Learning

2022 ◽  
pp. 148-179
Author(s):  
Laura Elizabeth Hand
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Communicative Language Teaching ◽  
Experiential Knowledge ◽  
The Us ◽  
Case Based Learning ◽  
Environmental Adaptability ◽  
Teaching Learning ◽  
Case Based

This chapter (re)introduces practical learning methods to the reader. Focusing on multimodality, authenticity, engagement, and environmental adaptability, this chapter breaks down practicality in a rapidly changing learning environment and provides a brief overview of three practical approaches. Combining industry-developed knowledge of agile strategies with experiential knowledge of frontline, metric-driven innovations in teaching, learning, and eLearning, this chapter also showcases blueprints for establishing a sustainable foundation for the growing architecture of eLearning in the US and internationally. The chapter is designed to model the chapter's content for the reader, actively involving readers across modalities in the processes of refining an understanding of practical methods and approaches, including (1) case-based learning, (2) active learning, and (3) communicative learning (as a corollary to communicative language teaching).

Medical Ethics and Undergraduate Training

2016 ◽  
pp. 2025-2031
Author(s):  
Ayesha Ahmad ◽  
Pareesa Rabbani ◽  
Shipra Kanwar ◽  
Ranoji Vijaysingh Shinde ◽  
Tamkin Khan
Keyword(s):  
Medical Students ◽  
Medical Ethics ◽  
Undergraduate Students ◽  
Medical Curriculum ◽  
Organ Trafficking ◽  
Cross Sectional ◽  
Professional Misconduct ◽  
Institutional Ethics ◽  
Case Presentations ◽  
Teaching Learning

The study of Medical Ethics [ME] is mandatory for health practitioners because there is hardly an area in medicine that doesn't pose an ethical dilemma. There is lack of awareness among physicians. Training of medical students should equip them to provide the best care to patients in an ethical manner without harm. The aim of this chapter was to assess the awareness of undergraduate students to ME and take inputs about curricular changes as they are important stake holders. A prospective, cross sectional, observational study through a confidential questionnaire was utilized. 86 proformas were fit for analysis. Majority [68.6%] failed to define ME. Most had been exposed to ME in the college or through the print or visual media. Majority could not recall any incident of professional misconduct witnessed by them, while others recounted incidents such as taking gifts from pharmaceutical companies, rudeness to poor patients, mis-diagnosis due to casual approach towards patients, becoming personal with female patients, organ trafficking, conducting sex determination tests etc. Most were unaware about the existence or purpose of an institutional ethics committee. Regarding the need for studying ME 86.04% said they thought it is important. Majority suggested be interactive case presentations as a method of teaching ME. There is gross unawareness among medical students about the definition, scope and purpose of teaching ME. A drastic change in the medical curriculum is required and new and interesting teaching learning methods need to be evolved in order to train our students in ME.

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