scholarly journals Combined Application of Study Design and Case-based Learning Comprehensive Model in Epidemiology Teaching

2017 ◽  
Vol 6 (2) ◽  
pp. 52
Author(s):  
Xiuquan Shi ◽  
Yanna Zhou ◽  
Haiyan Wang ◽  
Tao Wang ◽  
Chan Nie ◽  
...  
Keyword(s):  
Study Design ◽  
Teaching Methods ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Comprehensive Model ◽  
Good Science ◽  
Combined Application ◽  
Case Based Learning ◽  
Case Based ◽  
Better Than

This paper aims to conduct the SD-CBL (study design with the case based learning, SD-CBL) in Epidemiologyteaching and evaluate its effect. Students from five classes were recruited, and a combined comprehensive teachingmodel of SD-CBL was used in the “Injury Epidemiology” chapter, while other chapters in “Epidemiology”curriculum were using a teaching model of case based learning (CBL) only or single PowerPoint (ppt) teaching (itwas considered as a traditional teaching in many universities). In the final of the semester, the effects of these threeteaching models were compared in different majors and different students source. We found that SD-CBLcomprehensive teaching model was better than ppt only and CBL teaching methods (P<0.001, P=0.007), and thesignificant differences were found in the increased scoring rate between different majors and different studentssource (P<0.001, P=0.015). Thus, we concluded that the SD-CBL teaching model is effective and worth to promotein “Epidemiology” teaching, especial in chapters of epidemiology application. Moreover, it is recommended toconduct SD-CBL teaching model in students, who are major in medicine and have good science basis.

scholarly journals Application of online case-based learning in the teaching of clinical anesthesia for residents during the COVID-19 epidemic

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yi Duan ◽  
Zuozhi Li ◽  
Xiaoyu Wang ◽  
Zhifeng Gao ◽  
Huan Zhang
Keyword(s):  
Clinical Teaching ◽  
Learning Ability ◽  
Average Score ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Case Based Learning ◽  
Clinical Anesthesia ◽  
Theory Test ◽  
The Impact ◽  
Case Based

Abstract Objective COVID-19 prevention and control demand a reduction in crowd gathering, which has a significant impact on traditional teaching and offline case-based learning (CBL). In order to mitigate the impact of the COVID-19 outbreak on clinical teaching, we aimed to compare the effects of an online CBL with traditional teaching model on learning outcomes of anesthesia residents. Methods Residents rotated in the Department of Anesthesiology in Beijing Tsinghua Changgung Hospital from January 2020 to February 2021 were included in Group W (n = 19), which implemented the W-CBL teaching model. The performance of residents was evaluated with theory test and 2 survey questionnaires (A and B) were conducted after 1 month of rotating. All 20 residents rotating in the Department of Anesthesiology at our hospital from January 2018 to December 2019 were included in Group C, which implemented the traditional teaching model. Their examination results were acquired through the teaching files and survey questionnaire (A) were administered through WeChat. Results During the 1-month rotation, a total of 10 cases were discussed in Group W. The average score for theory test was higher in Group W than that in Group C (84.57 ± 4.87 vs. 79.35 ± 3.70, P = 0.001). The satisfaction rate was also in favor of Group W regarding to clinical thinking, communication skills, learning interest and self-learning ability (P < 0.05). Conclusions Online CBL based on WeChat platform is an effective and acceptable teaching strategy in comparison to lecture-based learning (LBL) among residents embarking on clinical anesthesia courses.

scholarly journals Using an OSCE Protocol in Evaluating Teaching Effectiveness of the CBL Teaching Method in Clinical Practice

2021 ◽  
Author(s):  
Shanshan Li ◽  
Junrong Wang ◽  
Boyi Yang ◽  
Wei Jiang
Keyword(s):  
Teaching Effectiveness ◽  
Assessment Tool ◽  
Teaching Method ◽  
Objective Structured Clinical Examination ◽  
Traditional Teaching ◽  
Teaching Group ◽  
Medical Program ◽  
Case Based Learning ◽  
Case Based ◽  
Better Than

Abstract Background: With the continuing growth of learning resources, it is important to explore and analyze the effectiveness of a teaching method. Case-based learning (CBL) is defined in a number of ways depending on the discipline and type of ‘case’ employed. Objective Structured Clinical Examination (OSCE), a more objective and comprehensive assessment tool which could be used to evaluate clinical operation skills of clinical medical staff and students. Objectives: To determine the effectiveness of CBL, in terms of students’ feedback and formative OSCE grades.Method: In the Chinese eight-year medical program practice stage, CBL teaching is carried out, and the results of OSCE are used to evaluate the effect of CBL teaching. The eight-year internship students were randomly divided into the traditional teaching group (TT group) (n=26) and the CBL group (n=24). Result: The scores of the CBL group in the ability to collect medical history, operation of basic skills, test bank answers were all statistically better than those of TT group (p <0.05). The physical examination ability score in CBL group was higher than the TT group but was not statistical different (p>0.05).Conclusion: The results showed that the performance of the CBL teaching group was better than that of the TT group. The OSCE assessment is objective and comprehensive, but lacks analysis of abilities such as literature review, English skills and problems encountered in CBL teaching, which still needs further study to better promote CBL teaching.

scholarly journals Designing Pathology Curriculum Through Guided Enquiry/Mixed Modalities Case-Based Learning at Faculty of Medicine, Helwan University.

2020 ◽  
Author(s):  
Hebat Allah Amin ◽  
Mohamed Alaaeldin Abdulmonem ◽  
Omar Gamal Goda ◽  
Mohamed Hany K. Shehata
Keyword(s):  
Medical Students ◽  
Phase I ◽  
Teaching Methods ◽  
Mixed Model ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Learning Modalities ◽  
Case Based Learning ◽  
To Receive ◽  
Case Based

Background: Implementing case-based learning (CBL) in the Integrated Modular Curriculum has proved a great efficiency in teaching medical students. We aim to develop and validate a customized model of CBL to integrate disciplines while meeting the requirements of our national academic reference standards. Phase I medical students reflection is presented. Methods: In this retrospective cross-sectional study, we present our experience in introducing CBL in a hybrid mixed model of teaching the pathology course to phase I, first batch (2016-2022 ) students. The data are collected from feedback questionnaires, the CBL implemented in the teaching of the pathology course is compared to the other implemented methods (didactic lectures, students presentations, PBL, and skillslabs), in the integrated modules. Also, a focus group has been conducted to receive the students reflection and suggestions for improvement. Results: Students satisfaction with CBL was the highest among all the teaching methods of the modules and other learning modalities with a mean of 4.770.46. Results were statistically significant (< 0.001). Conclusion: Most of the students declared that the customized CBL model is a convenient tool to be used in the Integrated Modular Curricula. Satisfaction is superior to that of didactic lectures and even other interactive teaching methods.

scholarly journals A study to assess the effectiveness and perception of students regarding Case Based Learning over traditional teaching method in Community Medicine

2021 ◽  
Vol 33 (1) ◽  
pp. 41-46
Author(s):  
Rachana R Annadani ◽  
Malatesh Undi
Keyword(s):  
T Test ◽  
Community Medicine ◽  
Controlled Study ◽  
Traditional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
Case Based Learning ◽  
Medical Undergraduates ◽  
Second Year ◽  
Case Based

Background: Case based learning (CBL) among medical undergraduates, has more interactive sessions and students been involved in thinking, analyzing and interpretation. However, it is not clear if it is reflected in their assessment results. Aim & Objective: To assess the effectiveness and perception of Case Based Learning over the traditional TL method used in Community Medicine among second year medical undergraduates. Settings and Design: A randomized controlled study was conducted among second year medical undergraduates studying in a government medical college in coastal Karnataka. Methods and Material: 143 Students were randomly allocated into two groups- Group A underwent traditional teaching and Group B underwent Case Based learning. The effectiveness of TL methods was assessed using Multiple Choice Questions (MCQs). Group B’s perception regarding CBL was also obtained. Statistical analysis: Inter-group and intra-group mean scores of the pre-test, post-test and retention tests of MCQs of the students were compared using independent t-test and paired t-test respectively. Results: Statistically significant difference was observed in post-test and retention test scores between the groups. Students perceived CBL aroused interest and encouraged self-directed learning. Conclusion: CBL was effective over the traditional teaching learning method.

scholarly journals A Meta-analysis of the Effect of the Sandwich Teaching Model on the Learning Outcomes of Nursing Students

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Yanqiu Hao ◽  
Xiangshu Cui
Keyword(s):  
Nursing Students ◽  
Learning Outcomes ◽  
Quality Evaluation ◽  
Teaching Method ◽  
Meta Analysis ◽  
Operational Performance ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Chinese And English ◽  
Better Than

Objective: To evaluate the effect of the sandwich teaching model on the learning effect of nursing students. Methods: The Chinese and English databases of CNKI, WanFang, Vip, superstar, and PubMed were searched by computer, and the data were analyzed by Rev Man 5.3 software after literature quality evaluation. Results: Meta-analysis showed that the theoretical and operational performance of the nursing students in the sandwich teaching method was better than that of the traditional teaching group. Conclusion: The sandwich approach was superior to the traditional teaching method in the learning outcomes of nursing students.

scholarly journals Application Effect of Informationized Teaching Method Based on Evidence-based Nursing in Surgical Nursing Teaching

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Yadi Wang
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Control Group ◽  
Teaching Model ◽  
Evidence Based ◽  
Theoretical Knowledge ◽  
Traditional Teaching ◽  
Observation Group ◽  
Research Objects ◽  
Evidence Based Nursing

Objective: The study was to analyze the application effect of informationized teaching method based on evidence-based nursing in surgical nursing teaching. Methods: From December 2019 to December 2020, 60 students were selected as the research objects and randomly divided into two groups, each with 30 students in the teaching group. The observation group applied informationized teaching based on evidence-based nursing method,and the control group used the traditional teaching model. The teaching effect was evaluated. Results: The test scores of subjective theoretical knowledge and objective theoretical knowledge of the observation group were significantly higher than those of the control group, and the comprehensive ability evaluation of the observation group was also higher (P<0.05). The majority of students accepted the informationized teaching method based on evidence-based nursing, and a few held a neutral or disapproval attitude. Conclusion:  Informationized teaching method based on evidence based nursing can improve students' theoretical and practical levels in surgical nursing teaching, and most students also accept this teaching method, which has application value.

Students’ Perception of Teaching Methods in Pharmacology in a Malaysian Medical School

2016 ◽  
Vol 1 (1) ◽  
pp. 16
Author(s):  
Renu Agarwal ◽  
Nafeeza Mohd Ismail
Keyword(s):  
Small Group ◽  
Teaching Methods ◽  
Practice Teaching ◽  
Case Based Learning ◽  
Group Sessions ◽  
Computer Aided Learning ◽  
Self Learning ◽  
Self Administered Questionnaire ◽  
Future Practice ◽  
Case Based

Introduction: The study attempts to evaluate the students’ perception of pharmacology as a subject, its usefulness in future practice, teaching methods currently used, and their patterns of learning and preparing for exams. Methods: A structured, self-administered questionnaire was distributed to second year medical students. Results: Of the 125 students who participated, 22.73 % considered pharmacology more important than any other subject. The students found small group sessions most interesting followed by directed self-learning, computer aided learning and lectures. Of those who responded, 79 and 66 % suggested to increase the small group and directed-self-learning sessions respectively. Up to 40 % of the students felt that pharmacology teaching must be through case-based discussions and 20 % requested for more practical sessions. Conclusions: It appears that majority of students entering the medical schools has little prior knowledge of pharmacology. While going through the preclinical years they understood the importance of pharmacology and its application in future practice, however, they tend to develop interest in one or other topics. Students prefer to have a greater number of small group sessions as they feel that these sessions are most useful for learning. Majority of the students tend to use both the textbooks and lecture notes and study regularly for better performance in examinations. The students also preferred to have more case-based learning sessions incorporated into the small group sessions.

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 THE DESIGN OF MIXED TEACHING MODE OF VOCATIONAL EDUCATION UNDER THE BACKGROUND OF INTERNET

2020 ◽  
Author(s):  
Nataliya Stoyanets ◽  
◽  
Hejun Zhao ◽  
Guohou Li ◽  
◽  
...  
Keyword(s):  
Vocational Education ◽  
Teaching Methods ◽  
Evaluation Method ◽  
Course Evaluation ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Distance Teaching ◽  
Teaching Mode ◽  
Teaching Goals ◽  
Traditional Teaching Methods

This article objectively analyzes the main problems of distance education in vocational education under the current Internet background, and gives solutions to these main problems. By setting teaching goals scientifically and reasonably, adopting a mixed teaching model, designing a perfect teaching process and formulating a scientific course evaluation method, Internet distance teaching will achieve better teaching effects to make up for the shortcomings of traditional teaching methods.

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