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

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.

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Integrating clinical reasoning principles in case-based learning sessions for first-year medical students: Lessons learned

Research and Development in Medical Education ◽

10.15171/rdme.2019.004 ◽

2019 ◽

Vol 8 (1) ◽

pp. 20-23

Author(s):

Dinesh Kumar ◽

Ramakrishnan Rajprasath ◽

Magi Murugan

Keyword(s):

Medical Education ◽

Medical Students ◽

Clinical Reasoning ◽

A Priori ◽

Lessons Learned ◽

First Year ◽

Perceived Acceptance ◽

Case Based Learning ◽

First Year Medical Students ◽

Case Based

Background: Conventional pedagogies for case-based learning are designed with the intention of helping the student appreciate the relevance of content they learn and kindle their curiosity. However, these pedagogies embody certain shortcomings which inhibit them from reaching the intended objectives. The main aim of our initiative is to improve traditional case-based learning using the principles of clinical reasoning. Methods: A priori, two sessions were conducted in which two vignettes were administered to first-year medical students. We obtained the perceived acceptance which was equivalent to Kirkpatrick level 1 learning outcomes. Results: Overall outcomes were highly positive in terms of acceptability, fostering curiosity, increasing the relevance of learned content, and helping students learn to think in a logical way. Conclusion: With the increasing need for incorporating clinical reasoning skills in medical education, it is imperative that these skills are taught beginning with the preclinical years of medical education.

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

International Journal of Innovative Research in Medical Science ◽

10.23958/ijirms/vol05-i08/914 ◽

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.

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Combination of problem-based learning and case-based learning in SQL Programming for data analysis

10.1109/istem-ed52129.2021.9625105 ◽

2021 ◽

Author(s):

Kanoksom Chutisowan ◽

Prekarn Trinantarat ◽

Kongnat Ratnarangsank ◽

Nattapong Jundang ◽

Jirawut Suwatcharakulthorn

Keyword(s):

Data Analysis ◽

Problem Based Learning ◽

Case Based Learning ◽

Case Based

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Medical Education in a Global Pandemic: A Novel Case-Based Learning Approach to Teaching Plastic Surgery Topics to Preclerkship Students

Plastic Surgery ◽

10.1177/22925503211054135 ◽

2021 ◽

pp. 229255032110541

Author(s):

Shaishav Datta ◽

Chantal Valiquette ◽

Kyle R Wanzel

Keyword(s):

Medical Education ◽

Plastic Surgery ◽

Learning Approach ◽

Global Pandemic ◽

Case Based Learning ◽

Approach To Teaching ◽

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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Integrating competency-based education with a case-based or problem-based learning approach in online health sciences

Asia Pacific Education Review ◽

10.1007/s12564-020-09658-6 ◽

2020 ◽

Vol 21 (4) ◽

pp. 683-696

Author(s):

Ilse Johanna Sistermans

Keyword(s):

Higher Education ◽

Online Learning ◽

Problem Based Learning ◽

Health Science ◽

Learning Activities ◽

Learning Approach ◽

Competency Based Education ◽

Case Based Learning ◽

Competency Based ◽

Case Based

AbstractIn the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant competencies and skills. In response, a growing number of higher educational institutions is introducing competency-based education. This is particularly true for health science programs, which have a tradition of applying a case-based or problem-based learning approach. The effort to merge a problem- or case-based online learning approach with competency-based education offers various opportunities, while facing numerous challenges. To support these efforts, this paper aims at identifying suitable practices, as well as challenges for online course design and online learning activities for higher education health science programs, when integrating competency-based education with an online problem-based and/or case-based learning approach. It found various opportunities for online learning activities that support competency-based education, problem-based learning and case-based learning, whereas challenges relate to logistics, administration, and the affordances of an LMS.

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