scholarly journals Does the Use of Case-based Learning Impact the Retention of Key Concepts in Undergraduate Biochemistry?

2017 ◽  
Vol 6 (2) ◽  
pp. 110 ◽  
Author(s):  
Genevieve Newton ◽  
Verena Kulak ◽  
Rahul Sharma
Keyword(s):  
Deep Learning ◽  
Retention Test ◽  
Knowledge Retention ◽  
Learning Approach ◽  
Final Exam ◽  
Key Concepts ◽  
Factor Study ◽  
Case Based Learning ◽  
Study Process ◽  
Case Based

Objective: Enhanced knowledge retention and a preference towards a deep learning approach are desirable pedagogical outcomes of case-based learning (CBL). The CBL literature is sparse with respect to these outcomes, and this is especially so in the area of biochemistry. The present study determined the effect of CBL vs. non CBL on knowledge retention in an undergraduate biochemistry course; it also investigated associations of learning approach, age and gender.Methods: We used the Revised Two-Factor Study Process Questionnaire, a retention test, final exam grades and other demographic information to statistically compare academic outcomes of students subjected to either CBL or non-CBL active learning techniques.Results: We showed that students exposed to CBL in a second year course performed significantly better on a retention test conducted nine months after the final exam, and that there was a positive correlation between a deep learning approach and higher retention scores. We did not find an association between gender and age with the retention of biochemistry concepts.Conclusions: Our findings suggest that use of CBL in undergraduate biochemistry education may confer benefits in terms of retention of knowledge of key concepts.

scholarly journals Relationship between classroom attendance and examination performance in a second-year medical pathophysiology class

2018 ◽  
Vol 42 (4) ◽  
pp. 593-598 ◽  
Author(s):  
Christine A. Kauffman ◽  
Megan Derazin ◽  
Abdo Asmar ◽  
Jonathan D. Kibble
Keyword(s):  
Help Seeking ◽  
Video Capture ◽  
Final Exam ◽  
Self Regulated Learning ◽  
Case Based Learning ◽  
New Material ◽  
Marked Decline ◽  
Second Year ◽  
And Performance ◽  
Case Based

Studies completed with undergraduate populations have shown that attendance positively correlates with academic performance. A marked decline in classroom attendance within medical school has recently been noticed with the availability of video capture of lectures and other online material. This study compares these in the era of online material. It took place during the second-year Gastrointestinal and Renal Systems module. Attendance was mandatory at team-based learning and case-based learning sessions on new material and voluntary at lectures (29 sessions) and case-based learning on material previously covered (9 sessions). Attendance was recorded prospectively. All lectures were recorded, and all related files were available to students online. Performance was based on a 118 multiple-choice question final examination. Students voluntarily completed the Motivated Strategies for Learning Questionnaire (MSLQ). The study group consisted of 78 students (68% of 114 total) of whom 48 completed the MSLQ. Mean attendance was 24%, with 33% of students attending none of the nonmandatory sessions. The median score on the final exam for participants was 86.0 (range: 28.8). High levels of self-efficacy and the ability to self-regulate effort were predictive of low attendance. Attendance was positively predicted by an orientation toward peer learning and help seeking. There was no correlation between the percentage of classes attended and performance on the final exam. We conclude that different facets of self-regulated learning predict attendance, with highly confident students being the least likely to attend, and that attendance at in-class sessions is no longer a good marker for performance.

scholarly journals Novel case‐based learning approach to integrate basic and clinical sciences

2010 ◽  
Vol 24 (S1) ◽  
Author(s):  
David B Averill ◽  
Aidi Yin ◽  
Richard Miller ◽  
Buxbaum Engelbert ◽  
Bruce E Wright
Keyword(s):  
Learning Approach ◽  
Case Based Learning ◽  
Case Based

Evaluation of a pilot interprofessional education programme for eating disorder training in mental health services

2015 ◽  
Vol 35 (4) ◽  
pp. 289-299 ◽  
Author(s):  
S. McDevitt ◽  
V. Passi
Keyword(s):  
Mental Health ◽  
Eating Disorders ◽  
Interprofessional Education ◽  
Positive Impact ◽  
Learning Experience ◽  
Outcome Evaluation ◽  
Clinical Activity ◽  
Learning Approach ◽  
Case Based Learning ◽  
Case Based

ObjectiveTo evaluate the effectiveness of an Interprofessional Education (IPE) programme in eating disorders for mental health practitioners using a case-based learning approach.MethodsA total of 25 mental health clinicians were asked to evaluate their IPE programme as part of training for the National Clinical Programme in Eating Disorders. They completed a Readiness for Interprofessional Learning Scale (RIPLS), a learner reaction questionnaire after each session and a final open evaluation at 4 months. Non-parametric statistical analysis was employed to analyse learner attitudes and reactions, and qualitative information was coded.ResultsA total of 23 (92%) clinicians from five disciplines participated. Baseline attitudes towards IPE were positive on all RIPLS subscales, and those with prior IPE experience had most positive views as to its benefits for teamwork and patient care (p=0.036). Learner reactions on content, delivery, outcome and structure indicated that individual learning experience was strongly positively endorsed. Change in clinical practice behaviour was reported in terms of communication, clinical activity, outcome evaluation and confidence. Barriers included other demands on time, organisational support, not having enough patients or co-workers to practice skills, and knowledge differentials between learners.ConclusionsIPE using a case based learning approach is an effective and acceptable means of developing specialist training across existing service, team and professional boundaries. It has potential for positive impact on knowledge, clinical behaviour and service delivery. Recommendations include the introduction of IPE group guidelines, wider circulation of learning points and content, and the use of self-competency ratings and reflective logs.

scholarly journals Integrating competency-based education with a case-based or problem-based learning approach in online health sciences

2020 ◽  
Vol 21 (4) ◽  
pp. 683-696
Author(s):  
Ilse Johanna Sistermans
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Problem Based Learning ◽  
Health Science ◽  
Learning Activities ◽  
Learning Approach ◽  
Competency Based Education ◽  
Case Based Learning ◽  
Competency Based ◽  
Case Based

AbstractIn the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant competencies and skills. In response, a growing number of higher educational institutions is introducing competency-based education. This is particularly true for health science programs, which have a tradition of applying a case-based or problem-based learning approach. The effort to merge a problem- or case-based online learning approach with competency-based education offers various opportunities, while facing numerous challenges. To support these efforts, this paper aims at identifying suitable practices, as well as challenges for online course design and online learning activities for higher education health science programs, when integrating competency-based education with an online problem-based and/or case-based learning approach. It found various opportunities for online learning activities that support competency-based education, problem-based learning and case-based learning, whereas challenges relate to logistics, administration, and the affordances of an LMS.

A problem‐/case‐based learning approach as an useful tool for studying glycogen metabolism and its regulation

2020 ◽  
Author(s):  
Ángel Luis García‐Ponce ◽  
Beatriz Martínez‐Poveda ◽  
Ángel Blanco‐López ◽  
Ana R. Quesada ◽  
Fernanda Suárez ◽  
...  
Keyword(s):  
Glycogen Metabolism ◽  
Learning Approach ◽  
Problem Case ◽  
Case Based Learning ◽  
Case Based

scholarly journals A Case Based Learning Model in Therapeutics

2012 ◽  
Vol 3 (4) ◽  
Author(s):  
Ângelo Jesus ◽  
Maria João Gomes ◽  
Agostinho Cruz
Keyword(s):  
Traditional Approach ◽  
Real Life ◽  
Higher Order Thinking ◽  
Traditional Learning ◽  
Learning Approach ◽  
Approach To Learning ◽  
Learner Centered ◽  
Case Based Learning ◽  
Case Based ◽  
Learning And Instruction

Nowadays, learning a Pharmaceutical Profession is an increasing challenge. Apart from traditional texts, lectures and self-guided individual learning, pharmaceutical educators are encouraged to find and implement ways to promote higher order thinking, collaborative learning and to increase students' motivation. One way of achieving these objectives is to complement traditional learning methods with the development and implementation of Case Based Learning (CBL), supported in real life situations. Methods regarding real problems stand in contrast to a more traditional approach to learning and instruction. They promote learner-centered, small group, interactive learning experiences, instead of large group, didactic, teacher-centered instruction. Developing such a learning approach can be a challenge. In this sense, it becomes relevant to promote and share experiences already underway and by doing so, disseminate knowledge in this field. It is our goal with this text to share our experience in the design and implementation of a Case Based Approach to Therapeutics.   Type: Idea Paper

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