scholarly journals Design, Implementation and Evaluation of Student-centric learning in Physiology

2021 ◽  
Vol 10 (1) ◽  
pp. 12-12
Author(s):  
Shivayogappa. S. Teli ◽  
M. Senthilvelou ◽  
K. Soundariya ◽  
Deepika Velusami ◽  
Senthamil selvi. K ◽  
...  
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Active Role ◽  
Future Application ◽  
Case Based Learning ◽  
Faculty Feedback ◽  
Case Based

Background: The quality of teaching and learning in health education determines the competency of doctors produced and ultimately the patient care. Realizing the necessity of active learning at the undergraduate level, curricular reforms are crucial to ensure that students play an active role in their learning process and absorb the prerequisite qualities of a competent health professional. The current study aimed to implement and evaluate case-based learning in a physiology curriculum. Methods: The study included 150 first-year MBBS students using a mixed methods research design. A short lecture on anemia was followed by two sessions of case-based learning with a gap of one week. A structured questionnaire usinga 5-point Likert scale was used to collect students’ perceptions. The internal consistency of the questionnaire had a Cronbach’s alpha of 0.8. Faculty feedback was collected using a Focus Group Discussion. Results: Of 145 participants, 117 provided feedback. Students perceived that the case-based learning method promoted meaningful learning (83%); helped in the future application of knowledge (81%);helped to understand physiology concepts better (72%); improved studentteacher relationships (72%); was effective in understanding the anemia topic (71%); led to the development of problem-solving abilities (70%); encouraged teamwork (69%); motivated selfdirected learning (66%); and improved communication skills (65%). Faculty members suggested developing an assessment plan for future case-based learning sessions. Conclusion: According to student and faculty feedback, case-based learning is an effective, active teaching-learning tool that improves students’ understanding of basic concepts, clinical knowledge, problem-solving abilities, teamwork, communication skills, student-teacher relationship, and self-directed learning.

scholarly journals An Evaluation of Curriculum change in Physiology: A Mixed method research design

2021 ◽  
Author(s):  
Shivayogappa S Teli ◽  
Senthil velou M ◽  
Soundariya K ◽  
Deepika Velusami ◽  
Senthamil selvi K ◽  
...  
Keyword(s):  
Problem Solving ◽  
Research Design ◽  
Communication Skills ◽  
Student Teacher ◽  
Active Role ◽  
Future Application ◽  
Mixed Method Research ◽  
Self Directed Learning ◽  
Student Teacher Relationship ◽  
Directed Learning

Introduction: The quality of both teaching and learning techniques in health sciences determines the competency of the doctors produced and the patient care. Realizing the necessity of active learning at the undergraduate level, curricular reforms were crucial to ensure that students play an active role in the learning process and imbibe all the prerequisite qualities of a competent health professional. The objective of this study was to implement and evaluate case-based learning in the physiology curriculum. Methods: The study included 150 first-year MBBS students. We followed a mixed research design in this study. A short lecture on anemia was followed by two sessions of CBL with a gap of one week. A structured questionnaire on a 5-point Likert scale was used to collect students perceptions. The internal consistency of the questionnaire was Cronbach alpha statistic = 0.8. Faculties feedback was collected through Focus Group Discussion (FGD). Results: Out of 145 participants, 117 responded to feedback. Students perceived that the CBL method was effective in understanding anemia topic (71%); promoted meaningful learning (83%); encouraged teamwork (69%); improved communication skills (65%); helps in future application of knowledge (81%); motivated self-directed learning (66%); helped to understand physiology concepts better (72%); leads to the development of problem-solving abilities (70%); and better student-teacher relationship (72%). Faculties suggested developing an assessment plan for future CBL sessions. Conclusion: In our experience, CBL is an effective, active teaching-learning tool that improves students understanding of basic concepts, clinical knowledge, problem-solving abilities, teamwork, communication skills, student-teacher relationship, and self-directed learning.

scholarly journals Asynchronous Online Discussions During Case-Based Learning: A Problem-Solving Process

2020 ◽  
Vol 24 (4) ◽  
Author(s):  
Adrie A Koehler ◽  
Zui Cheng ◽  
Holly Fiock ◽  
Shamila Janakiraman ◽  
Huanhuan Wang
Keyword(s):  
Problem Solving ◽  
Online Discussions ◽  
Future Research ◽  
Case Based Learning ◽  
Multiple Case ◽  
Asynchronous Online Discussions ◽  
Expected Benefits ◽  
Problem Solving Process ◽  
Case Based

Asynchronous discussions are typically considered an essential aspect of online case-based learning. While instructors implement discussions to support a variety of instructional purposes during case-based learning (e.g., facilitate students’ sense making, prompt the consideration of diverse perspectives, debate complex topics), whether students receive the expected benefits is unclear, and little research has considered how students intentionally participate in discussions to support their learning during case-based learning. At the same time, students’ participation in asynchronous online discussions represents a complex endeavor. That is, students must make several decisions regarding how to effectively participate, while simultaneously experiencing several challenges. The purpose of this exploratory multiple-case study was to consider the experiences of six graduate students participating in asynchronous online discussions as a part of a case-based course. By analyzing these experiences, we were able to conceptualize students’ navigation of an asynchronous online discussion as a problem-solving process and consider individual problem-solving approaches. Results indicate that students relied primarily on instructors to determine the purpose of their discussion participation, expressed differing levels of value for participating in discussions, adopted a variety of strategies to meet discussion participation goals, and assessed their participation efforts mainly based on guidelines set by the instructor. We offer suggestions for effectively designing and facilitating asynchronous online discussions and discuss areas needing future research.

scholarly journals Case-based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students

2018 ◽  
Vol 19 (3) ◽  
Author(s):  
Lisa A. Vinney ◽  
Jennifer C. Friberg ◽  
Mary Smyers
Keyword(s):  
Cognitive Processing ◽  
Perspective Taking ◽  
Teaching And Learning ◽  
Independent Study ◽  
Metacognitive Awareness ◽  
Speech Language Pathology ◽  
Higher Level Thinking ◽  
Case Based Learning ◽  
Language Pathology ◽  
Case Based

This case study addressed the authors’ efforts to design an 8-week small-group independent study (IS) experience that facilitated undergraduate speech-language pathology students’ (n=19) higher-level thinking and overall metacognitive awareness. We hoped to encourage both in order to improve students’ overall cognitive growth while enhancing their reflection about and knowledge of professional perspectives regarding the assessment and treatment of laryngeal cancer. To take on this challenge, we combined case-based learning (CBL) and perspective-taking (PT) pedagogies across the IS. Students completed the Metacognitive Awareness Inventory (MAI) pre- and post-IS, and written reflections after each of eight weekly discussion meetings. The MAI was quantitatively analyzed, while reflections were qualitatively coded using Bloom’s taxonomy. Findings indicated that metacognitive awareness significantly improved and that higher-level cognitive processing was increasingly evidenced across students’ IS experience. Results indicate the potential to maximize metacognition and cognitive processing by combining CBL and PT by the methods used here. Applications of combined CBL and PT to other disciplines and teaching and learning situations will be discussed along with the implications of our findings.

Multidisciplinary Group Case-Based Learning Environment

2018 ◽  
pp. 262-277
Author(s):  
Despo Ktoridou ◽  
Epaminondas Epaminonda ◽  
Achilleas Karayiannis
Keyword(s):  
Teaching And Learning ◽  
Core Element ◽  
Innovation And Technology ◽  
Case Based Learning ◽  
Market Opportunities ◽  
New Type ◽  
Multidisciplinary Group ◽  
The University ◽  
The Impact ◽  
Case Based

Technological, economic, and social developments represent dynamic changes for businesses across industries, creating opportunities for young entrepreneurs to build profitable companies. A key consideration relates to the need to recognize market opportunities and understand when and how to capitalize on them, whether starting a new type of business or growing on existing ideas; entrepreneurial thinking is a central attribute in cultivating an answer to this consideration. This chapter examines the impact of case-based learning introduced in a multidisciplinary undergraduate course, “Management of Innovation and Technology,” at the University of Nicosia. A core element in this process are the students' and lecturers' experiences, benefits, and challenges of cultivating entrepreneurial thinking. The findings can be useful for academics teaching entrepreneurship-related topics and seeking ways to incorporate innovative approaches in their teaching and learning processes in order to motivate students towards the development of entrepreneurial thinking in their professional engagements.

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).

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>

Implementation of Case Based Learning and Metacognitive Scaffolding in Social Media to Improve Problem Solving Skill—A Theoretical Framework

2018 ◽  
Vol 24 (6) ◽  
pp. 4196-4201
Author(s):  
Diyana Jamari ◽  
Zaleha Abdullah ◽  
Hasnah Mohamed ◽  
Norasykin Mohd Zaid ◽  
Baharuddin Aris
Keyword(s):  
Social Media ◽  
Problem Solving ◽  
Theoretical Framework ◽  
Case Based Learning ◽  
Metacognitive Scaffolding ◽  
Case Based

scholarly journals Case Based Learning Teaching Methodology in Undergraduate Health Sciences

2012 ◽  
Vol 2 (2) ◽  
pp. 48
Author(s):  
Kaitlyn Brown ◽  
Mary Commandant ◽  
Adi Kartolo ◽  
Casey Rowed ◽  
Agatha Stanek ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Group Discussion ◽  
Pilot Project ◽  
Health Sciences ◽  
Teaching Methodology ◽  
Academic Experience ◽  
Nominal Scale ◽  
Case Based Learning ◽  
Health Sciences Students ◽  
Case Based

Case-based learning (CBL) is an interactive teaching approach involving small-group discussion to determine a range of solutions for a presented patient case. In light of the success that the approach has achieved in numerous professional and undergraduate programs, a pilot project was introduced in 2009 by senior health sciences students, who acted as CBL facilitators, at the University of Ottawa for undergraduate courses in the Interdisciplinary School of Health Sciences (ISHS). In collaboration with faculty professors, the facilitators developed CBL sessions consisting of patient cases that were reflective of the core objectives of health sciences courses. A total of 144 undergraduate students from three ISHS courses took part in these sessions; they were evaluated based on the calibre of their participation and a quiz. The quiz consisted of 5 questions that evaluated the students’ mastery of the concepts covered in the CBL session. The students also completed an evaluation of the pilot project. On a nominal scale of one to five, the students on average scored 4.13 out of a possible 5.00 (SD 1.48) marks on the quiz. In the evaluation, the students rated the project as having an overall learning benefit of 3.82 on a nominal scale of one to four. The evaluation indicates that the students perceived the program as having significant learning value and the quiz marks confirmed that CBL promoted the application of lecture content to practical scenarios. These preliminary findings suggest that implementing CBL in ISHS would enhance students’ academic experience. Further sessions based on this model would improve from more rigorous pre- and post- session assessments. 

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