Investigating Student Satisfaction and Perception in Clinical Reasoning Skills With Simulated Case-Based Learning as a Level I Fieldwork Experience

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512500050p1-7512500050p1
Author(s):  
Amy Mattila ◽  
Elizabeth Dwyer DeIuliis ◽  
Retta Martin ◽  
Emily Casile
Keyword(s):  
Student Satisfaction ◽  
Clinical Reasoning ◽  
Fieldwork Experience ◽  
Clinical Reasoning Skill ◽  
Case Based Learning ◽  
Simulated Case ◽  
Level I ◽  
Clinical Reasoning Skills ◽  
Students Satisfaction ◽  
Case Based

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Simulation as a Level I fieldwork (FW) has not been widely studied in OT. This presentation will portray student satisfaction outcomes from a 1-week Level I FW using the Simucase™ platform. This descriptive study investigated students' satisfaction with simulated case-based learning and their perception of clinical reasoning skill development compared with paper case scenarios. Students showed a statistically significant change in debrief and reflection, clinical reasoning, and clinical learning (p < .05). Primary Author and Speaker: Amy Mattila Additional Authors and Speakers: Elizabeth Dwyer DeIuliis Contributing Authors: Retta Martin, Emily Casile

scholarly journals Scaffolding medical student knowledge and skills: team-based learning (TBL) and case-based learning (CBL)

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Annette Burgess ◽  
Elie Matar ◽  
Chris Roberts ◽  
Inam Haq ◽  
Lucy Wynter ◽  
...  
Keyword(s):  
Small Group ◽  
Clinical Reasoning ◽  
Teaching Methods ◽  
Medical Curriculum ◽  
Group Learning ◽  
Small Group Learning ◽  
Team Based Learning ◽  
Case Based Learning ◽  
Clinical Reasoning Skills ◽  
Case Based

Abstract Background Two established small-group learning paradigms in medical education include Case-based learning (CBL) and Team-based learning (TBL). Characteristics common to both pedagogies include the use of an authentic clinical case, active small-group learning, activation of existing knowledge and application of newly acquired knowledge. However, there are also variances between the two teaching methods, and a paucity of studies that consider how these approaches fit with curriculum design principles. In this paper we explore student and facilitator perceptions of the two teaching methods within a medical curriculum, using Experience based learning (ExBL) as a conceptual lens. Methods A total of 34/255 (13%) Year 2 medical students completed four CBLs during the 2019 Renal and Urology teaching block, concurrent to their usual curriculum activities, which included weekly TBLs. Questionnaires were distributed to all students (n = 34) and CBL facilitators (n = 13). In addition, all students were invited to attend focus groups. Data were analysed using descriptive statistics and thematic analysis. Results In total, 23/34 (71%) of students and 11/13 (85%) of facilitators completed the questionnaires. Twelve students (35%) participated in focus groups. Findings indicate their experience in CBL to be positive, with many favourable aspects that built on and complemented their TBL experience that provided an emphasis on the basic sciences. The learning environment was enriched by the CBL framework that allowed application of knowledge to solve clinical problems within the small groups with consistent facilitator guidance and feedback, their capacity to focus discussion, and associated efficiencies in learning. Conclusion While the TBL model was integral in developing students’ knowledge and understanding of basic science concepts, the CBL model was integral in developing students’ clinical reasoning skills. The strengths of CBL relative to TBL included the development of authentic clinical reasoning skills and guided facilitation of small group discussion. Our findings suggest that delivery of a medical curriculum may be enhanced through increased vertical integration, applying TBL in earlier phases of the medical program where the focus is on basic science principles, with CBL becoming more relevant as students move towards clinical immersion.

scholarly journals Simulated Fieldwork: A Virtual Approach to Clinical Education

2020 ◽  
Vol 10 (10) ◽  
pp. 272
Author(s):  
Amy Mattila ◽  
Retta M. Martin ◽  
Elizabeth D. DeIuliis
Keyword(s):  
Student Satisfaction ◽  
Clinical Reasoning ◽  
Clinical Education ◽  
High Fidelity ◽  
Clinical Rotation ◽  
Face To Face ◽  
Case Based Learning ◽  
Computer Based ◽  
Learning Principles ◽  
Case Based

The purpose of this study was to investigate student satisfaction and perceived clinical reasoning and learning using a computer-based simulation platform that incorporates case-based learning principles. The simulation was used to replace a previously scheduled face-to-face clinical rotation which was cancelled due to COVID-19. A descriptive design was used to implement the Satisfaction with Simulation Experience Scale (SSES) with students (n = 27) following each a low fidelity (paper cases) and high fidelity (Simucase™) simulation. A comparison of the SSES data following paper cases and simulation scenarios indicated statistically significant increases in Debrief and Reflection (p = 0.008) and Clinical Reasoning (p = 0.043), suggesting that students develop in-depth reflection, reasoning, and clinical abilities as they progress through their simulated experience.

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

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.

Facilitation of Clinical Reasoning Through Case-Based Learning in OT Education

2019 ◽  
Vol 73 (4_Supplement_1) ◽  
pp. 7311505141p1
Author(s):  
Lynne Murphy ◽  
Jennifer Radloff
Keyword(s):  
Clinical Reasoning ◽  
Case Based Learning ◽  
Case Based

scholarly journals Does Case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

2019 ◽  
Author(s):  
Bela Rui Turk ◽  
Sebastian Ertl ◽  
Guoruey Wong ◽  
Patricia P Wadowski ◽  
Henriette Loeffler-Stastka
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Procedural Knowledge ◽  
Performance Outcomes ◽  
Multiple Choice Questions ◽  
Study Objective ◽  
Learning Platform ◽  
Case Based Learning ◽  
Case Based ◽  
Knowledge In Practice

Abstract Background Case-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. Ample data has shown CBL to be an enjoyable and motivational didactic tool, and effective in assisting the expansion of declarative and procedural knowledge in academia. Although a plethora of studies apply multiple choice questions (MCQs) in their investigation, few studies measure CBL or case-based blended learning (CBBL)-mediated changes in students’ procedural knowledge in practice or employ comparison or control groups in isolating causal relationships. Methods Utilizing the flexibilities of an e-learning platform, a CBBL framework consisting of a) anonymized patient cases, b) case-related textbook material and online e-CBL modules, and c) simulated patient (SP) contact seminars, was developed and implemented in multiple medical fields for undergraduate medical education. Additionally, other fields saw a solo implementation of e-CBL in the same format. E- cases were constructed according to the criteria of Bloom’s taxonomy. In this study, Objective Structured Clinical Examination (OSCE) results from (n=619) medical students in 2013 before CBBL implementation, and after CBBL implementation in 2015 (n=624) and 2016 (n=643) were analyzed. Results A significant improvement (adjusted p=.002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min=0, max=25). Conclusion E-Case-Based Learning is an effective tool in increasing student satisfaction, improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

scholarly journals Can clinical case discussions foster clinical reasoning skills in undergraduate medical education? A randomised controlled trial

BMJ Open ◽  
2019 ◽  
Vol 9 (9) ◽  
pp. e025973 ◽  
Author(s):  
Marc Weidenbusch ◽  
Benedikt Lenzer ◽  
Maximilian Sailer ◽  
Christian Strobel ◽  
Raphael Kunisch ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Clinical Reasoning ◽  
Clinical Case ◽  
Controlled Trial ◽  
Case Discussions ◽  
Reasoning Skills ◽  
Randomised Controlled ◽  
Clinical Reasoning Skills ◽  
Subjective Learning ◽  
Case Based

ObjectiveFostering clinical reasoning is a mainstay of medical education. Based on the clinicopathological conferences, we propose a case-based peer teaching approach called clinical case discussions (CCDs) to promote the respective skills in medical students. This study compares the effectiveness of different CCD formats with varying degrees of social interaction in fostering clinical reasoning.Design, setting, participantsA single-centre randomised controlled trial with a parallel design was conducted at a German university. Study participants (N=106) were stratified and tested regarding their clinical reasoning skills right after CCD participation and 2 weeks later.InterventionParticipants worked within a live discussion group (Live-CCD), a group watching recordings of the live discussions (Video-CCD) or a group working with printed cases (Paper-Cases). The presentation of case information followed an admission-discussion-summary sequence.Primary and secondary outcome measuresClinical reasoning skills were measured with a knowledge application test addressing the students’ conceptual, strategic and conditional knowledge. Additionally, subjective learning outcomes were assessed.ResultsWith respect to learning outcomes, the Live-CCD group displayed the best results, followed by Video-CCD and Paper-Cases, F(2,87)=27.07, p<0.001, partial η2=0.384. No difference was found between Live-CCD and Video-CCD groups in the delayed post-test; however, both outperformed the Paper-Cases group, F(2,87)=30.91, p<0.001, partial η2=0.415. Regarding subjective learning outcomes, the Live-CCD received significantly better ratings than the other formats, F(2,85)=13.16, p<0.001, partial η2=0.236.ConclusionsThis study demonstrates that the CCD approach is an effective and sustainable clinical reasoning teaching resource for medical students. Subjective learning outcomes underline the importance of learner (inter)activity in the acquisition of clinical reasoning skills in the context of case-based learning. Higher efficacy of more interactive formats can be attributed to positive effects of collaborative learning. Future research should investigate how the Live-CCD format can further be improved and how video-based CCDs can be enhanced through instructional support.

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