scholarly journals Development of an Online Asynchronous Clinical Learning Resource (“Ask the Expert”) in Dental Education to Promote Personalized Learning

Healthcare ◽  
2021 ◽  
Vol 9 (11) ◽  
pp. 1420
Author(s):  
Rohit Kunnath Menon ◽  
Liang Lin Seow
Keyword(s):  
Test Scores ◽  
Retention Test ◽  
Test Group ◽  
Clinical Learning ◽  
Learning Session ◽  
Learning Resource ◽  
Post Test ◽  
Case Based Learning ◽  
Group A ◽  
Case Based

This article describes the development and testing of an online asynchronous clinical learning resource named “Ask the Expert” to enhance clinical learning in dentistry. After the resource development, dental students from years 3 and 4 were randomly allocated to two groups (Group A—“Ask the Expert” and L—“lecturer-led”). All the students attempted a pre-test related to replacement of teeth in the anterior aesthetic zone. Group A (33 students) underwent an online case-based learning session of 60 minutes’ duration without a facilitator, while Group L (27 students) concurrently underwent a case-based learning session of 60 minutes’ duration with a lecturer facilitating the session. An immediate post-test was conducted followed by a retention test after one week. Student feedback was obtained. There was a significant increase in the test scores (maximum score 10) for both groups when comparing the pre-test (Group A—5.61 ± 1.34, Group L—5.22 ± 1.57) and immediate post-test scores (Group A—7.42 ± 1.34, Group L—8.04 ± 1.22; paired t-test, p < 0.001). However, no significant difference was observed in the test scores when comparing Group A to Group L for both the immediate post-test as well as the retention test (Group A—5.36 ± 1.29, Group L—5.33 ± 1.39 (independent sample t-test, p > 0.05). To conclude, adequately structured online asynchronous learning resources are comparable in their effectiveness to online synchronous learning in the undergraduate dental curriculum.

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.

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.

scholarly journals Modified tutorials in Pharmacology for Medical students using case based learning and multiple choice questions

2019 ◽  
Vol 8 (6) ◽  
pp. 1243
Author(s):  
Sowmya Kaniganti ◽  
Nachiket Shankar ◽  
Satya Kishore Chivukula
Keyword(s):  
Test Scores ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Learning Tool ◽  
Post Test ◽  
Case Based Learning ◽  
Group 2 ◽  
Self Learning ◽  
Case Based ◽  
Group 1

Background: Active student centred learning is the need of the hour. Objectives being to compare the difference in the post test scores between students exposed to Case based learning (CBL) and Multiple choice questions (MCQ) (learning tool) during tutorials in Pharmacology for 2nd MBBS students. To understand the perception of students regarding teaching learning tools used in the study.Methods: This was a mixed methods study. Sixty eight students were divided into 2 groups. Hypertension and angina was discussed as CBL for Group 1 and as MCQ (Learning tool) for Group 2. One week later, cross over was done, Thyroid and Diabetes was discussed as MCQ for Group 1 and as CBL for Group 2. Post-test MCQ, pre validated questions (Likert scale) and open ended questions (qualitative) were distributed. Statistical Analysis: Difference in the post test scores in both the groups was analyzed using independent sample t test.Results: There was no significant difference in post test scores between CBL and MCQ groups. Questionnaire analysis suggested that both the methods provoked self-learning (45%). Thematic analysis demonstrated the positive experiences like motivated self-learning, clinical application, better understanding than theory classes and drawbacks being time consuming and fear of presentation.Conclusions: Since the study included both qualitative and quantitative analysis, the results can be elucidated comprehensively. This study implies that CBL and MCQ are effective and can be implemented into the curriculum of Pharmacology. This study can serve as an evidence to incorporate these tools in the curriculum.

scholarly journals Application and practice of a step-by-step method combined with case-based learning in Chinese otoendoscopy education

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Fanqin Wei ◽  
Qiyang Sun ◽  
Zili Qin ◽  
Huiwen Zhuang ◽  
Guangli Jiang ◽  
...  
Keyword(s):  
Learning Experience ◽  
Step Method ◽  
Innovative Methods ◽  
Before And After ◽  
Case Based Learning ◽  
Group A ◽  
Clinical Thinking ◽  
Group B ◽  
Learning Interest ◽  
Case Based

Abstract Background Standardized training allows more physicians to master otoendoscopic surgery. However, the lecture-based learning (LBL) applied in otoendoscopy teaching may not be conducive to training students in clinical thinking and surgical ability. It is necessary to explore innovative methods for otoendoscopy teaching. This study aimed to determine the effect of a step-by-step (SBS) method combined with case-based learning (CBL) in otoendoscopy teaching. Methods Fifty-nine physicians who participated in otoendoscopy training were selected as the study subjects and randomly divided into two groups (A and B). Group A underwent training with the SBS & CBL method, while Group B underwent training with the LBL & CBL method. The effects of these two methods for otoendoscopy training were compared by evaluation of professional skills and questionnaires before and after the training. Results Proficiency in otoendoscopic anatomy and grades for both professional knowledge and otoendoscopic skills were significantly higher in Group A than in Group B(P < 0.05). In terms of learning interest, surgical ability, acting capacity during surgery, reducing surgical complications, and satisfaction with learning experience, all responses from Group A were better than those from Group B(P < 0.05). Conclusions The SBS & CBL method may help to improve ability in otoendoscopic surgery and clinical thinking and appears suitable for endoscopy teaching.

scholarly journals Does the Use of Case-based Learning Impact the Retention of Key Concepts in Undergraduate Biochemistry?

2017 ◽  
Vol 6 (2) ◽  
pp. 110 ◽  
Author(s):  
Genevieve Newton ◽  
Verena Kulak ◽  
Rahul Sharma
Keyword(s):  
Deep Learning ◽  
Retention Test ◽  
Knowledge Retention ◽  
Learning Approach ◽  
Final Exam ◽  
Key Concepts ◽  
Factor Study ◽  
Case Based Learning ◽  
Study Process ◽  
Case Based

Objective: Enhanced knowledge retention and a preference towards a deep learning approach are desirable pedagogical outcomes of case-based learning (CBL). The CBL literature is sparse with respect to these outcomes, and this is especially so in the area of biochemistry. The present study determined the effect of CBL vs. non CBL on knowledge retention in an undergraduate biochemistry course; it also investigated associations of learning approach, age and gender.Methods: We used the Revised Two-Factor Study Process Questionnaire, a retention test, final exam grades and other demographic information to statistically compare academic outcomes of students subjected to either CBL or non-CBL active learning techniques.Results: We showed that students exposed to CBL in a second year course performed significantly better on a retention test conducted nine months after the final exam, and that there was a positive correlation between a deep learning approach and higher retention scores. We did not find an association between gender and age with the retention of biochemistry concepts.Conclusions: Our findings suggest that use of CBL in undergraduate biochemistry education may confer benefits in terms of retention of knowledge of key concepts.

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 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 Flipped education may help in the education of junior general surgery residents in their trauma rotation; a mixed-method study

2020 ◽  
Author(s):  
Hossein Akbarialiabad ◽  
Nahid Zarifsanayei ◽  
Sima Roushenas ◽  
Mehdi Panahandeh ◽  
Hossein Abdolrahimzadehfard ◽  
...  
Keyword(s):  
General Surgery ◽  
Test Scores ◽  
First Year ◽  
Flipped Learning ◽  
Clinical Scenarios ◽  
Significant Difference ◽  
Post Test ◽  
The Media ◽  
Primary Trauma ◽  
Case Based

Abstract Introduction: This study aims to assess the effectiveness of flipped learning in trauma rotation of first-year general surgery residents. This method entails the use of books, podcasts, and movies prior to the discussion of the topics in the classroom/conferences.Method: All (n=15) junior general surgery residents in Shiraz medical school. In the quantitative phase of the study, 3 test scores were compared. All tests were composed of 20 multiple choice clinical scenarios. A pretest was done on the registration date. After that, the media (videos and podcasts) and books were given to the residents. One month later, the residents had a case-based discussion on the primary trauma survey. An early post-test was done immediately after the case-based discussion, and a late post-test one month following commencement of the program. Also, a semi-structured phone interview was done with residents by an external audit. Results: The was a significant correlation between pretest (Mean=10.733,SD=2.25) and early post-test scores (Mean=12.8 ,SD=1.82) among residents (P=0.004) . Moreover, residents had a higher delayed post-test score (M=13.267, SD=1.53) in comparison to the pre-test (P=0.002). Surprisingly there was no significant difference between early and late post-test (P=0.404). The resident was also satisfied with the overall usefulness of the program for junior residents (overall score 4/5). We did not find any correlation between gender with the test scores. In the qualitative phase of the study, we noticed that our participants tend to use podcasts more than other materials. They believed that the videos and books help more to foster theoretical knowledge. The case-based discussion makes them more confident in dealing with the patients in their daily encountersConclusion: Finding in this study reveals that flipped learning can be a useful, highly beneficial platform and promotive for junior general surgery programs.

scholarly journals Integration of Dermatology-Focused Physical Diagnosis Rounds and Case-Based Learning within the Internal Medicine Medical Student Clerkship

2016 ◽  
Vol 3 ◽  
pp. JMECD.S40417 ◽  
Author(s):  
Brian L. Scott ◽  
Blake Barker ◽  
Reeni Abraham ◽  
Heather W. Wickless
Keyword(s):  
Internal Medicine ◽  
Differential Diagnosis ◽  
Medical Students ◽  
Response Rate ◽  
Skin Lesions ◽  
Learning Session ◽  
Physical Diagnosis ◽  
Case Based Learning ◽  
Shelf Exam ◽  
Case Based

Background Over half of dermatologic conditions are seen by nondermatologists, yet medical students receive little dermatology education. Medical students in the clinical years of training at our institution felt insecure in their physical diagnosis skills for dermatologic conditions. Objective The objective of this study was to implement dermatology-focused curricula within the Internal Medicine (IM) Core Clerkship to increase student confidence in diagnosing skin diseases. Methods Two dermatology-focused sessions were integrated into the IM Clerkship. A faculty dermatologist leads students on a dermatology-focused physical diagnosis “Skin Rounds”, where patients are seen at the bedside and students practice describing skin lesions and forming a differential diagnosis. Students also participate in a case-based active learning session. A dermatologist selects images of common skin conditions that students describe utilizing appropriate terminology and offer a differential diagnosis. The impact of these sessions was assessed through survey-based student feedback and by comparing the results from the IM Shelf Exam before and after intervention. Results A total of 74 students completed the skin rounds survey (32% response rate). About 99% ( n = 73) of students felt that skin rounds were effective and useful, and 92% ( n = 68) of students reported that they felt more confident in describing skin lesions afterward. A total of 43 students completed the case-based learning session survey (37% response rate), and 98% ( n = 42) of students strongly agreed or agreed that the session was effective and useful. Performance on the dermatologic questions of the IM Shelf Exam was analyzed. While not statistically significant at P < 0.05, students improved from an average of 77% correct responses before intervention to 79% afterward ( P = 0.60). Conclusions Our case-based and bedside teaching interventions were met with high satisfaction from medical students and increased their confidence in describing skin lesions. This intervention can serve as a model to improve dermatology education and can be adapted to utilize the IM clerkship to address curriculum inadequacies at other institutions.

Evaluation of Efficacy of Online Case Based Learning as a Teaching Learning Tool in Undergraduate Oral Pathology Course

2021 ◽  
Vol 6 (1) ◽  
pp. 1341-1345
Author(s):  
Bijayata Shrestha ◽  
Sushil Subedi ◽  
Ujjwal Koirala ◽  
Ishwori Sharma Paudel ◽  
Sabita Paudel
Keyword(s):  
Oral Pathology ◽  
Mean Value ◽  
Dental Students ◽  
Multiple Choice Questions ◽  
Online Questionnaire ◽  
Learning Group ◽  
Post Test ◽  
Case Based Learning ◽  
Online Lecture ◽  
Case Based

Introduction: COVID-19 had enforced educational institutes to adopt online learning. Objectives: This study was designed to compare the learning outcome of online case and online lecture based learning in the undergraduate Oral pathology module of our institute and to compare the perception of students towards the course atiended. Methodology: The 3rd year dental students (N=25) were split into – online case based learning (A1=6, A2=6) and online lecture based learning groups (B=13) randomly. An online multiple choice questions tests were conducted before and after the interventions. An online questionnaire based survey was conducted to evaluate students' perceptions toward the course attended. The statistical analysis was done using paired t test and Mann Whitney U test. Results: Online case based learning was found to be a more effective learning method than online lecture based learning group (online case based learning post test mean rank=16, online lecture based learning post test mean rank=9.54, P=0.026). Significantly more students in the online case based learning group had positive perception towards the course atiended (online lecture based learning; mean value =2.5+/- 0.54, online case based learning; mean value =2.87+/-0.2, P=0.041). Conclusion: Online case based learning should be integrated in Oral Pathology curriculum amidst such pandemics when onsite classes are not possible.

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