Training in management of arrhythmias for medical residents: a case-based learning strategy

This study investigated the effect of the use of visualized case-based learning (VCBL) strategy on chemistry students’ academic achievement. The theoretical framework for this study is based on Thorndike’s idea of transfer of learning. A sample of one hundred and forty-five (145) senior secondary school II chemistry students drawn from four intact classes in two local government areas of Ibadan metropolis, were used for the research. Three well validated instruments were used to collect data. The VCBL package was developed following the Smith and Ragan Instructional System Design (ISD) Model (1999). This model comprises four stages: namely, Analysis, Design, Development and Implementation/Evaluation. Data were analysed by means of inferential statistics (ANCOVA, EMM and Tukey’s post-hoc). Results showed that there is significant main effect of treatment on students’ achievement in Chemistry (F (2, 248) =17.539; p<0.05; η2=0.124); implying that the posttest scores of students’ achievement in achievement significantly differ between the treatment and conventional groups. It was concluded that VCBL strategy has the potential to enable students understand chemistry better by way of promoting transfer of learning. In light of this, implications were discussed and relevant suggestions made.

Download Full-text

Modeling of Adaptive Tutoring Processes

Web-Based Intelligent E-Learning Systems ◽

10.4018/978-1-59140-729-4.ch010 ◽

2006 ◽

pp. 193-215 ◽

Cited By ~ 4

Author(s):

Alke Martens

Keyword(s):

Teaching And Learning ◽

Process Model ◽

Learning Strategy ◽

Learning Material ◽

Formal Approach ◽

Tutoring Systems ◽

Reusable Components ◽

Case Based Learning ◽

Adaptive Tutoring ◽

Case Based

In this chapter, a formal, adaptive tutoring process model for case-based Intelligent Tutoring Systems (ITSs) is described. Combining methods of Artificial Intelligence and Cognitive Science led to the development of ITSs more than 30 years ago. In contrast to the common agreement about the ITSs’ architecture, components of ITSs are rarely reusable. Reusability in ITSs is intimately connected with the application domain, that is, with the contents that should be learned and with the teaching and learning strategy. An example of a learning strategy is case-based learning, where the adaptation of the learning material to the learner plays a major role. Adaptation should take place automatically at runtime, and thus should be part of the ITS’s functionality. To support the development of ITSs with reusable components and the communication about and the evaluation of similar ITSs, a formal approach has been chosen. This approach is called the tutoring process model.

Download Full-text

HOW DOES CASE-BASED LEARNING STRATEGY INFLUENCE NURSING STUDENTS’ CLINICAL DECISION-MAKING ABILITY IN CRITICAL CARE NURSING EDUCATION? AN INTEGRATIVE REVIEW

Middle East Journal of Nursing ◽

10.5742/mejn2020.93791 ◽

2020 ◽

Author(s):

Bahaaeddin M. Hammad ◽

Inaam A. Khalaf

Keyword(s):

Decision Making ◽

Nursing Education ◽

Nursing Students ◽

Clinical Decision Making ◽

Learning Strategy ◽

Clinical Decision ◽

Critical Care Nursing ◽

Case Based Learning ◽

Care Nursing ◽

Case Based

Download Full-text

Evaluation of a pilot immunization curriculum to meet competency training needs of medical residents

BMC Medical Education ◽

10.1186/s12909-020-02349-1 ◽

2020 ◽

Vol 20 (1) ◽

Author(s):

Rebecca A. Shalansky ◽

Margaret Wu ◽

Shixin Cindy Shen ◽

Colin Furness ◽

Shaun K. Morris ◽

...

Keyword(s):

Cost Effective ◽

Medical Intervention ◽

Medical Residents ◽

University Of Toronto ◽

Competency Training ◽

Knowledge Questionnaire ◽

Before And After ◽

Case Based Learning ◽

The University ◽

Case Based

Abstract Background Vaccination is the most cost-effective medical intervention known to prevent morbidity and mortality. However, data are limited on the effectiveness of residency programs in delivering immunization knowledge and skills to trainees. The authors sought to describe the immunization competency needs of medical residents at the University of Toronto (UT), and to develop and evaluate a pilot immunization curriculum. Methods Residents at the University of Toronto across nine specialties were recruited to attend a pilot immunization workshop in November 2018. Participants completed a questionnaire before and after the workshop to assess immunization knowledge and compare baseline change. Feedback was also surveyed on the workshop content and process. Descriptive statistics were performed on the knowledge questionnaire and feedback survey. A paired sample T-test compared questionnaire answers before and after the workshop. Descriptive coding was used to identify themes from the feedback survey. Results Twenty residents from at least six residencies completed the pre-workshop knowledge questionnaire, seventeen attended the workshop, and thirteen completed the post-workshop questionnaire. Ninety-five percent (19/20) strongly agreed that vaccine knowledge was important to their career, and they preferred case-based teaching. The proportion of the thirty-four knowledge questions answered correctly increased from 49% before the workshop to 67% afterwards, with a mean of 2.24 (CI: 1.43, 3.04) more correct answers (P < 0.001). Sixteen residents completed the post-workshop feedback survey. Three themes emerged: first, they found the content specific and practical; second, they wanted more case-based learning and for the workshop to be longer; and third, they felt the content and presenters were of high quality. Conclusions Findings from this study suggest current immunization training of UT residents does not meet their training competency requirements. The study’s workshop improved participants’ immunization knowledge. The information from this study could be used to develop residency immunization curriculum at UT and beyond.

Download Full-text

Improving Case-Based Learning and Transfer Through Emotionally Rich Cases

PsycEXTRA Dataset ◽

10.1037/e518332013-242 ◽

2012 ◽

Author(s):

Chase E. Thiel ◽

Lauren N. Harkrider ◽

Shane Connelly ◽

Lynn D. Devenport ◽

Juandre Peacock

Keyword(s):

Case Based Learning ◽

Case Based

Download Full-text

[Activity Report of Ethics Committee] Linking Case-based Learning to Fair Research Practices

The Journal of the Institute of Electrical Engineers of Japan ◽

10.1541/ieejjournal.137.570 ◽

2017 ◽

Vol 137 (8) ◽

pp. 570-570

Author(s):

Ethics Committee of IEEJ

Keyword(s):

Ethics Committee ◽

Research Practices ◽

Case Based Learning ◽

Activity Report ◽

Case Based

Download Full-text

Application and Evaluation of Case-Based Learning as a Part of Early Clinical Exposure for Undergraduate Medical Education Program

International Journal of Innovative Research in Medical Science ◽

10.23958/ijirms/vol05-i08/914 ◽

2020 ◽

Vol 5 (08) ◽

pp. 284-288

Author(s):

Vandana Daulatabad ◽

Prafull K. ◽

Dr. Surekha S. Kadadi-Patil ◽

Ramesh S. Patil

Keyword(s):

Medical Education ◽

Research Centre ◽

Muscle Physiology ◽

Case Scenario ◽

Clinical Exposure ◽

Clinical Scenarios ◽

Case Based Learning ◽

Nerve Muscle ◽

Case Based ◽

Early Clinical Exposure

Introduction: Medical Education is witnessing a significant transition and global shift towards competency based medical education (CBME) which includes early clinical exposure (ECE) program to help students apply and correlate principles of preclinical subjects with clinical scenarios, in various forms and in a variety of settings. One of the easy and feasible methods of ECE being Case Based Learning (CBL), our study aimed to design a case scenario and to evaluate impact of case base learning as a part of ECE module in first year undergraduate medical teaching program in nerve muscle physiology. Methods: The present study was conducted in 96 students at Ashwini Rural Medical College Hospital and Research Centre, Solapur after obtaining institutional ethics committee approval. 3 hrs session of CBL was conducted for a case scenario on myasthenia gravis in the nerve muscle physiology module. The students’ responses on pre-test, post-test and their insights regarding the CBL were taken through a pre validated questionnaire using 5-point Likert scale. Results: High impact of CBL was seen as significant improvement in student’s performance. Maximum students felt CBL to be easy method of learning and was highly appreciated through their feedback. Conclusion: CBL was found to have positive impact on understanding and perception of topic. CBL helped students to understand, evaluate, analyze, diagnose and interpret the case, paving them towards newer approach of self-directed and vertical integrated learning. CBL is easier, feasible an effective method among other early clinical exposure methods as it involves students in deeper and self-directed active learning, encouraging and promoting them to reach higher levels of cognitive domain of Bloom’s taxonomy. This method will be very useful in its practical implementation during online classes for ECE module in the threat of COVID 19 situation as well.

Download Full-text