Case-Based Analogical Reasoning: A Pedagogical Tool for Promotion of Clinical Reasoning

Context: One of the most common instructional methods utilized to promote learning transfer in health profession education is examination of a single patient case. However, in non-healthcare settings this practice has shown to be less effective in promoting learning than the examination of multiple cases with cueing. Objective(s): The primary objective of this article is to provide athletic training educators a rationale for implementing a multiple case-based analogical reasoning technique to improve students' learning transfer. Background: Case-based analogical reasoning is a pedagogical technique that improves problem solving by helping learners identify a common structural principle shared among multiple cases. Identification and transfer of the shared principle facilitates solving novel problems or patient cases. When cueing is coupled with the process, transfer of the structural principle to the problem is enhanced. Description: This article discusses cognitive learning theory and provides empirical evidence to support the use of case-based analogical reasoning to improve athletic training students' clinical reasoning. It also provides the educator practical tips for implementing the technique in classroom and clinical settings. Clinical Advantage(s): Improving the transfer of structural principles may improve solving novel problems in the clinical environment, which should also improve the quality of patient care. Conclusions: Clinical reasoning and learning transfer may be improved among health professional students during a case-based analogical reasoning process when cued to look for the shared structural principle among cases. Students who engage in multiple-case examination with cueing may be more apt to recall their learning and use it when faced with novel cases in the clinical environment.

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Effect of Cueing on Learning Transfer Among Health Profession Students Engaged in a Case-Based Analogical Reasoning Exercise

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2014.1489 ◽

2014 ◽

Author(s):

Timothy Speicher ◽

Alexandra Bell ◽

Marijke Kehrhahn ◽

Douglas Casa

Keyword(s):

Analogical Reasoning ◽

Learning Transfer ◽

Treatment Method ◽

Optimal Treatment ◽

Health Profession ◽

Structural Principle ◽

Significant Difference ◽

Small Effect Size ◽

Professional Health ◽

Case Based

Purpose: The purpose of this study was to examine the effect of cueing on learning transfer among pre-professional, health profession undergraduates engaged in a case-based analogical reasoning exercise. Methods: The study design was a quasi-experimental, randomized post-test design. Volunteer undergraduate pre-professional health profession students (N = 192) were assigned to either an experimental group, which received two written clinical cases with cues or the control, which received the same cases, but no cues. After participants read the cases, a target case was provided for solution based on the previous cases. Target case solutions were scored by content experts for extent of transfer of a structural principle and optimal treatment method implicitly embedded in the comparison cases. Results: Cued participants (n = 98) demonstrated significantly more learning transfer (t (175.91) = 2.65; p = .009; d = .39) of the structural principle than non-cued participants (n = 94). However, no significant difference was found for cued and non-cued groups for transfer of the optimal treatment method (t (190) = .874; p = .39; and a small effect size (d = .13) was present. Conclusion: Learning transfer improves among pre-professional health profession undergraduates when cued during a case-based analogical reasoning experience. The findings support and extend previous multiple case-based analogical reasoning study outcomes indicating that multiple patient cases with cueing should be utilized over single case examination with or without cueing to promote transfer of learning. Improvements in learning transfer may lead to improved quality of patient care.

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

International Journal of Innovation in Science and Mathematics Education ◽

10.30722/ijisme.27.08.005 ◽

2019 ◽

Vol 27 (8) ◽

Author(s):

Jeff Schwartz

Keyword(s):

Medical Education ◽

Clinical Reasoning ◽

Problem Based Learning ◽

New Materials ◽

Learning Materials ◽

Case Based Learning ◽

Patient Presentation ◽

Case Based ◽

Management Issues

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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Teaching Dermatology Using a Cognitive Learning Theory Approach: An Educational Technique

Athletic Training Education Journal ◽

10.4085/1947-380x-20-82 ◽

2021 ◽

Vol 16 (4) ◽

pp. 300-306

Author(s):

Sarah A. Manspeaker ◽

Alison N. Wix

Keyword(s):

Clinical Practice ◽

Athletic Training ◽

Learning Theory ◽

Disease Transmission ◽

Clinical Decision Making ◽

Athletic Trainers ◽

Cognitive Learning ◽

Theory Approach ◽

Cognitive Learning Theory ◽

Educational Technique

Context Athletic trainers must develop the knowledge and skills to recognize signs and symptoms of dermatologic conditions in the physically active population. Objective To present an overview of an educational technique aimed at promoting the development of skills related to dermatological care that meets clinical practice needs and accreditation requirements for athletic training programs at all levels. Background Curricular content standards in athletic training education require learners to obtain the skills necessary to perform an evaluation, formulate a diagnosis, and establish a plan of care relevant to the integumentary system, including dermatological conditions. Cognitive Learning Theory uses specific sequencing of content and learning sessions to promote student engagement in the learning process. Description Within an evaluation course for nonorthopaedic conditions, a 3–class session learning module was developed to target instruction, application, and assessment of dermatological conditions. This article describes the development, overview of content, delivery methods, outcomes to date, and connection to the instructional standards in athletic training. Clinical Advantage(s) Integrating evaluation of dermatological conditions into athletic training curricula enhances clinical decision-making skills and direct application of these skills to clinical practice. Conclusion(s) Athletic trainers should be able to effectively identify, manage, and potentially refer patients with dermatological conditions. Educating future athletic trainers to be able to prevent the spread of infection, decrease disease transmission, and enhance their ability to recognize and manage dermatological conditions is vital to their development toward independent clinical practice.

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

Online Learning ◽

10.24059/olj.v24i4.2332 ◽

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.

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Principles and Practice of Case-based Clinical Reasoning Education

10.1007/978-3-319-64828-6 ◽

2018 ◽

Cited By ~ 6

Keyword(s):

Clinical Reasoning ◽

Case Based

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Case-Based Teaching and Clinical Reasoning: Seeing How Students Think with Patsy

Innovations in Professional Education for Speech and Language Therapy ◽

10.1002/9780470777909.ch8 ◽

2008 ◽

pp. 169-196 ◽

Cited By ~ 2

Author(s):

Richard Cox ◽

Carmel Lum

Keyword(s):

Clinical Reasoning ◽

Case Based

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From design experiences to generic mechanisms: Model-based learning in analogical design

Artificial intelligence for engineering design analysis and manufacturing ◽

10.1017/s0890060400001372 ◽

1996 ◽

Vol 10 (2) ◽

pp. 131-136 ◽

Cited By ~ 21

Author(s):

Sambasiva R. Bhatta ◽

Ashok K. Goel

Keyword(s):

Analogical Reasoning ◽

Feedback Mechanism ◽

Short Paper ◽

Creative Design ◽

Learning Method ◽

Model Based ◽

Cross Domain ◽

Behavior Function ◽

Function Models ◽

Case Based

AbstractAnalogical reasoning plays an important role in design. In particular, cross-domain analogies appear to be important in innovative and creative design. However, making cross-domain analogies is hard and often requires abstractions common to the source and target domains. Recent work in case-based design suggests that generic mechanisms are one type of abstractions useful in adapting past designs. However, one important yet unexplored issue is where these generic mechanisms come from. We hypothesize that they are acquired incrementally from design experiences in familiar domains by abstraction over patterns of regularity. Three important issues in abstraction from experiences are what to abstract from an experience, how far to abstract, and what methods to use. In this short paper, we describe how structure-behavior-function models of designs in a familiar domain provide the content, and together with the problem-solving context in which learning occurs, also provide the constraints for learning generic mechanisms from design experiences. In particular, we describe the model-based learning method with a scenario of learning feedback mechanism.

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Learning Professionalism in Athletic Training Education

Athletic Training Education Journal ◽

10.4085/1947-380x-1.1.8 ◽

2006 ◽

Vol 1 (1) ◽

pp. 8-11 ◽

Cited By ~ 1

Author(s):

Debbie I. Craig

Keyword(s):

Athletic Training ◽

Code Of Ethics ◽

Athletic Training Education ◽

Clinical Environment ◽

Athletic Training Students ◽

Self Assessment ◽

Professional Behaviors ◽

Approved Clinical Instructors ◽

National Athletic Trainers Association ◽

Definition Of

Objective: Student learning of professionalism in athletic training education programs (ATEPs) can be varied and even elusive. The purpose of this article is to define professionalism and discuss its development in athletic training students. Background: Medical professions have studied extensively how students learn professionalism. However, with some studies reporting up to 90 different associated characteristics, no set definition of professionalism has been adopted. Students may learn professional behaviors in the classroom and the clinic. Research in medical education reports that a majority of this learning occurs in the clinical environment. Description: There are numerous ways to promote the learning of professionalism in athletic training students. After engaging each student personally in this pursuit, techniques such as communicating the mission and code of ethics of the National Athletic Trainers ' Association (NATA), clearly stating expectations the ATEP holds of students ' professional behavior, providing a variety of learning opportunities in different clinical settings, carefully selecting approved clinical instructors (ACIs), and using self-assessment and reflection are a few of the techniques recommended. The importance of the role of ACIs in the development of professional behaviors in athletic training students is stressed. Advantages: Without purposefully including the learning of professionalism in ATEP curriculums (the classroom and clinical experiences), students are at risk of not being prepared to represent and promote athletic training at the highest levels within the allied health professions.

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