scholarly journals A Placement Replacement Module Developed Through COVID-19: Incorporating Spiral Learning, Case-based Learning and Simulated Pedagogical Approaches

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Rachel Dadswell ◽  
Belinda Williams ◽  
Anita Bowser ◽  
Fay Hughes
Keyword(s):  
Case Based Learning ◽  
Pedagogical Approaches ◽  
Case Based

A Deeper Look Into Next Generation Active Learning Designs for Educational Leader Preparation

2020 ◽  
Vol 15 (3) ◽  
pp. 167-172
Author(s):  
Shelby Cosner
Keyword(s):  
Action Research ◽  
Active Learning ◽  
First Generation ◽  
Next Generation ◽  
Special Issue ◽  
Educational Leader ◽  
Leader Preparation ◽  
Case Based Learning ◽  
Pedagogical Approaches ◽  
Case Based

Although active learning designs are recognized as elemental to stronger learning designs, there is limited literature on active learning pedagogical approaches for use in educational leader preparation. This article names problem- and case-based learning, simulations, and action research as “first generation” active learning pedagogical approaches and previews a set of “next generation” active learning pedagogical approaches that are the focus of and explored more deeply in this Special Issue.

scholarly journals PEDAGOGICAL ENCOUNTERS OF THE CASE-BASED KIND

2012 ◽  
Vol 3 (2-3) ◽  
pp. 234
Author(s):  
Heather Sanrud ◽  
Patti Ranahan
Keyword(s):  
Youth Care ◽  
Learning Activities ◽  
Education Programs ◽  
Knowledge And Skills ◽  
Course Content ◽  
Child And Youth Care ◽  
New Knowledge ◽  
Case Based Learning ◽  
Pedagogical Approaches ◽  
Case Based

Child and youth care (CYC) practice is diverse, complex, and contextualized. Pedagogical approaches to preparing CYC professionals in pre-service education programs require learning activities that recognize the “inter-subjective, contingent, and context dependent character of everyday CYC work” (White, 2007, p. 241). Case-based learning activities are advantageous in preparing future professionals for the complexities of everyday CYC work. These activities provide students with an opportunity to explore CYC practice in an authentic way while being supported by instructors who model, coach, and engage students throughout the process. This paper describes the organic evolution of the case of “Allan” at the beginning of a year-long CYC course facilitated by a team of instructors. The case of Allan continued to develop throughout the course in an authentic fashion mirroring the realities of CYC work with individuals and families over   time. Allan provided a way of situating course content as well as supporting students’ application of new knowledge and skills to practice situations.

Improving Case-Based Learning and Transfer Through Emotionally Rich Cases

2012 ◽  
Author(s):  
Chase E. Thiel ◽  
Lauren N. Harkrider ◽  
Shane Connelly ◽  
Lynn D. Devenport ◽  
Juandre Peacock
Keyword(s):  
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.

Self‐motivation and self‐direction in team‐based and case‐based learning

2021 ◽  
Author(s):  
Hanann Tomeh ◽  
Ralph Curt Bay ◽  
Kimberly Lovell ◽  
Mitch Hong
Keyword(s):  
Case Based Learning ◽  
Case Based

scholarly journals Building a precision oncology workforce by multidisciplinary and case-based learning

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Srikar Chamala ◽  
Heather T. D. Maness ◽  
Lisa Brown ◽  
C. Brooke Adams ◽  
Jatinder K. Lamba ◽  
...  
Keyword(s):  
Focus Group ◽  
Course Design ◽  
Comparative Method ◽  
Group Session ◽  
Focus Group Session ◽  
Precision Oncology ◽  
Training Experience ◽  
Hands On ◽  
Case Based Learning ◽  
Case Based

Abstract Background Participants in two recent National Academy of Medicine workshops identified a need for more multi-disciplinary professionals on teams to assist oncology clinicians in precision oncology. Methods We developed a graduate school course to prepare biomedical students and pharmacy students to work within a multidisciplinary team of oncology clinicians, pathologists, radiologists, clinical pharmacists, and genetic counselors. Students learned precision oncology skills via case-based learning, hands-on data analyses, and presentations to peers. After the course, a focus group session was conducted to gain an in-depth student perspective on their interprofessional training experience, achievement of the course learning outcomes, ways to improve the course design in future offerings, and how the course could improve future career outcomes. A convenience sampling strategy was used for recruitment into the focus group session. A thematic content analysis was then conducted using the constant comparative method. Results Major themes arising from student feedback were (1) appreciation of a customized patient case-based teaching approach, (2) more emphasis on using data analysis tools, (3) valuing interdisciplinary inclusion, and (4) request for more student discussion with advanced preparation materials. Conclusions Feedback was generally positive and supports the continuation and expansion of the precision oncology course to include more hands-on instruction on the use of clinical bioinformatic tools.

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