scholarly journals Enhancing active learning in microbiology through case based learning: Experiences from an Indian medical school

2010 ◽  
Vol 53 (4) ◽  
pp. 729 ◽  
Author(s):  
AM Ciraj ◽  
P Vinod ◽  
K Ramnarayan
Keyword(s):  
Active Learning ◽  
Medical School ◽  
Learning Experiences ◽  
Indian Medical ◽  
Case Based Learning ◽  
Case Based

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 Use of case-based or hands-on laboratory exercises with physiology lectures improves knowledge retention, but veterinary medicine students prefer case-based activities

2018 ◽  
Vol 42 (2) ◽  
pp. 182-191 ◽  
Author(s):  
Renee M. McFee ◽  
Andrea S. Cupp ◽  
Jennifer R. Wood
Keyword(s):  
Veterinary Medicine ◽  
Active Learning ◽  
Student Performance ◽  
Student Attitudes ◽  
Learning Activities ◽  
Learning Activity ◽  
Hands On ◽  
Case Based Learning ◽  
Survey Responses ◽  
Case Based

Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and would be more effective at helping them learn physiological concepts compared with more traditional laboratory exercises. In this study, approximately one-half of the laboratory sessions for the two-semester course were dedicated to traditional hands-on laboratory exercises, whereas the remaining one-half of the sessions were dedicated to case-based exercises. The lecture portion of the course was not altered. Student attitudes were evaluated after each session and at the end of each semester via quantitative and qualitative survey questions. Student performance was evaluated using section exams and end-of-semester posttests. The vast majority of survey responses received were positive for both cased-based activities and traditional hands-on laboratories. In addition, participation in both types of active learning activities, but not lecture, was associated with retention of conceptual knowledge based on student performance between the section exams and posttests ( P < 0.002). These results indicate that both case-based learning and laboratory exercises are beneficial learning activities to incorporate into a lecture-based physiology course. However, positive survey responses were significantly greater following case-based activities vs. traditional hands-on laboratories, and only participation in case-based activities resulted in greater student performance on the posttest ( P < 0.04). Therefore, case-based activities may be the preferred supplemental learning activity for veterinary medical physiology.

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 Implementation of a Medical School Elective Course Incorporating Case-Based Learning: a Pilot Study

2020 ◽  
Vol 30 (1) ◽  
pp. 339-344
Author(s):  
Annie Dai ◽  
Laura Q. Wu ◽  
Ryan C. Jacobs ◽  
Anjali Raghuram ◽  
Shweta U. Dhar
Keyword(s):  
Pilot Study ◽  
Medical School ◽  
Case Based Learning ◽  
Elective Course ◽  
Case Based

scholarly journals Comparative Study of Student-Led Objective Tutorials versus Traditional Tutorials in Undergraduate Pharmacology Teaching in an Indian Medical School

2020 ◽  
Vol 10 (01) ◽  
pp. 15-20
Author(s):  
Manoor Narasimha Sachidananda Adiga ◽  
Swathi Acharya ◽  
Rajendra Holla
Keyword(s):  
Active Learning ◽  
Comparative Study ◽  
Medical School ◽  
Learning Process ◽  
Active Participation ◽  
Indian Medical ◽  
Innovative Method ◽  
The Subject ◽  
The Mean

Abstract Introduction The drawback of conventional tutorials (CTs) stresses the need for a tutorial with more active participation from students. Student-led objective tutorial provides an opportunity for active learning and makes student responsible. Hence, the effectiveness of student-led objective tutorial (SLOT) with CT in teaching pharmacology for II MBBS students was evaluated in this study. Materials and Methods In this study, 157 students were divided into three groups and further allocated to SLOT and CT subgroup equally. The effectiveness of the tutorial was evaluated objectively by comparing pretest and posttest scores as well as mean scores. Results Pretest and posttest scores in SLOT were 3.343 ± 1.347 versus 4.8750 ± 1.750 and in CT were 3.2500 ± 1.690 versus 4.5781 ± 1.883, both type of the tutorials have shown the statistically significant improvement in the scores. The mean score in the SLOT group was 13.6711 ± 3.47712 compared with 12.1842 ± 3.50128 in the CT group showing statistically significantly (U = 2171.50, p = 0.008) higher score in SLOT. Feedback regarding the type of tutorial indicating SLOT was better and preferred among the students compared with CT. It is more interesting, helps in active learning of the subject, and encourages student to participate actively in learning process. Conclusion SLOT and CT both improve the learning pharmacology in II MBBS students; however, SLOT being an innovative method will help in active participation of students and increases the focus of the student on particular topic in teaching.

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