Comparison of Case Based Learning and traditional Learning Style in Final Year Bachelor of Dental Surgery(BDS) Students in paediatric dentistry unit lesson

2019 ◽  
Vol 6 (1) ◽  
pp. 9 ◽  
Author(s):  
Anshula Deshpande ◽  
Kishan Naik ◽  
Poonacha KS ◽  
Bhavna Dave ◽  
Neelam Joshi ◽  
...  
Keyword(s):  
Learning Style ◽  
Paediatric Dentistry ◽  
Traditional Learning ◽  
Dental Surgery ◽  
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

Improving Case-Based Learning and Transfer Through Emotionally Rich Cases

2012 ◽  
Author(s):  
Chase E. Thiel ◽  
Lauren N. Harkrider ◽  
Shane Connelly ◽  
Lynn D. Devenport ◽  
Juandre Peacock
Keyword(s):  
Case Based Learning ◽  
Case Based

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

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.

Self‐motivation and self‐direction in team‐based and case‐based learning

2021 ◽  
Author(s):  
Hanann Tomeh ◽  
Ralph Curt Bay ◽  
Kimberly Lovell ◽  
Mitch Hong
Keyword(s):  
Case Based Learning ◽  
Case Based

scholarly journals Building a precision oncology workforce by multidisciplinary and case-based learning

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Srikar Chamala ◽  
Heather T. D. Maness ◽  
Lisa Brown ◽  
C. Brooke Adams ◽  
Jatinder K. Lamba ◽  
...  
Keyword(s):  
Focus Group ◽  
Course Design ◽  
Comparative Method ◽  
Group Session ◽  
Focus Group Session ◽  
Precision Oncology ◽  
Training Experience ◽  
Hands On ◽  
Case Based Learning ◽  
Case Based

Abstract Background Participants in two recent National Academy of Medicine workshops identified a need for more multi-disciplinary professionals on teams to assist oncology clinicians in precision oncology. Methods We developed a graduate school course to prepare biomedical students and pharmacy students to work within a multidisciplinary team of oncology clinicians, pathologists, radiologists, clinical pharmacists, and genetic counselors. Students learned precision oncology skills via case-based learning, hands-on data analyses, and presentations to peers. After the course, a focus group session was conducted to gain an in-depth student perspective on their interprofessional training experience, achievement of the course learning outcomes, ways to improve the course design in future offerings, and how the course could improve future career outcomes. A convenience sampling strategy was used for recruitment into the focus group session. A thematic content analysis was then conducted using the constant comparative method. Results Major themes arising from student feedback were (1) appreciation of a customized patient case-based teaching approach, (2) more emphasis on using data analysis tools, (3) valuing interdisciplinary inclusion, and (4) request for more student discussion with advanced preparation materials. Conclusions Feedback was generally positive and supports the continuation and expansion of the precision oncology course to include more hands-on instruction on the use of clinical bioinformatic tools.

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