scholarly journals Group Performance Trajectories of Athletic Training and Physical Therapy Students Engaged in Case-Based Learning Activities

10.7710/1181 ◽  
2019 ◽  
Vol 3 (4) ◽  
pp. 1181
Author(s):  
Erick P. Briggs ◽  
Katie Sniffen ◽  
Anthony Breitbach ◽  
Leslie Hinyard
Keyword(s):  
Physical Therapy ◽  
Athletic Training ◽  
Group Performance ◽  
Learning Activities ◽  
Physical Therapy Students ◽  
Case Based Learning ◽  
Case Based

scholarly journals Interprofessional Role Clarity, Case-Based Learning, and Perceptions of Group Effectiveness Among Athletic Training and Physical Therapy Students in a Shared Professional Course

2019 ◽  
Author(s):  
Katie Sniffen ◽  
Erick Briggs ◽  
Leslie Hinyard ◽  
Anthony Breitbach
Keyword(s):  
Physical Therapy ◽  
Athletic Training ◽  
Health Professions ◽  
Learning Activities ◽  
Role Clarity ◽  
Group Effectiveness ◽  
Team Viability ◽  
Post Test ◽  
Case Based Learning ◽  
Case Based

Purpose: Health professions students experience professional socialization during their program of study. Institutions have turned to interprofessional education as a means of preparing students for their role as collaborative health care professionals. This study examines the effect of case-based learning experiences in a shared professional Therapeutic Modalities course on student’s interprofessional role clarity as well as the relationship between interprofessional role clarity and measure of group effectiveness. Methods: 112 students (22 Athletic Training and 90 Physical Therapy) were assigned to one of 18 interprofessional and 18 uniprofessional teams and asked to complete four case-based learning activities. All students completed pre-test, retrospective pre-test, and post-test role clarity/ambiguity scales. Measures of team viability, team member satisfaction, and self-rated output were collected post-intervention. Results: Results suggest the experience of interacting with one another in this course, including during case-based learning activities, may lead to increased knowledge of other’s roles and responsibilities as shown in the retrospective pre-test and post-test role clarity differences. Additionally, role clarity has meaningful relationships with measures of perceived group effectiveness, particularly team viability and self-rated output. Conclusion: We suggest that health professions educators consider incorporating case-based learning activities into existing curricula to introduce other professions’ roles and engage students in teamwork.

scholarly journals Use of case-based or hands-on laboratory exercises with physiology lectures improves knowledge retention, but veterinary medicine students prefer case-based activities

2018 ◽  
Vol 42 (2) ◽  
pp. 182-191 ◽  
Author(s):  
Renee M. McFee ◽  
Andrea S. Cupp ◽  
Jennifer R. Wood
Keyword(s):  
Veterinary Medicine ◽  
Active Learning ◽  
Student Performance ◽  
Student Attitudes ◽  
Learning Activities ◽  
Learning Activity ◽  
Hands On ◽  
Case Based Learning ◽  
Survey Responses ◽  
Case Based

Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and would be more effective at helping them learn physiological concepts compared with more traditional laboratory exercises. In this study, approximately one-half of the laboratory sessions for the two-semester course were dedicated to traditional hands-on laboratory exercises, whereas the remaining one-half of the sessions were dedicated to case-based exercises. The lecture portion of the course was not altered. Student attitudes were evaluated after each session and at the end of each semester via quantitative and qualitative survey questions. Student performance was evaluated using section exams and end-of-semester posttests. The vast majority of survey responses received were positive for both cased-based activities and traditional hands-on laboratories. In addition, participation in both types of active learning activities, but not lecture, was associated with retention of conceptual knowledge based on student performance between the section exams and posttests ( P < 0.002). These results indicate that both case-based learning and laboratory exercises are beneficial learning activities to incorporate into a lecture-based physiology course. However, positive survey responses were significantly greater following case-based activities vs. traditional hands-on laboratories, and only participation in case-based activities resulted in greater student performance on the posttest ( P < 0.04). Therefore, case-based activities may be the preferred supplemental learning activity for veterinary medical physiology.

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.

Online Synchronous Activities to Promote Community of Inquiry in Two Nursing Courses

2021 ◽  
pp. 101-111
Author(s):  
Jennifer Roye ◽  
Denise M. Cauble
Keyword(s):  
Case Studies ◽  
Sense Of Community ◽  
Community Of Inquiry ◽  
Video Conferencing ◽  
Learning Activities ◽  
Synchronous Learning ◽  
Case Based Learning ◽  
Specific Teaching ◽  
Nursing Courses ◽  
Case Based

This chapter presents specific teaching strategies to enhance the learner experience in two online nursing courses through the use of synchronous learning activities. Online instruction often leaves the learner feeling disconnected and void of a sense of community. The community of inquiry (CoI) theory will be discussed, offering methods to increase the sense of community in the online learner. Specific exemplars will include the use of online synchronous case-based learning using pre-designed case studies and the inclusion of peer learning activities performed within a video conferencing platform.

scholarly journals PEDAGOGICAL ENCOUNTERS OF THE CASE-BASED KIND

2012 ◽  
Vol 3 (2-3) ◽  
pp. 234
Author(s):  
Heather Sanrud ◽  
Patti Ranahan
Keyword(s):  
Youth Care ◽  
Learning Activities ◽  
Education Programs ◽  
Knowledge And Skills ◽  
Course Content ◽  
Child And Youth Care ◽  
New Knowledge ◽  
Case Based Learning ◽  
Pedagogical Approaches ◽  
Case Based

Child and youth care (CYC) practice is diverse, complex, and contextualized. Pedagogical approaches to preparing CYC professionals in pre-service education programs require learning activities that recognize the “inter-subjective, contingent, and context dependent character of everyday CYC work” (White, 2007, p. 241). Case-based learning activities are advantageous in preparing future professionals for the complexities of everyday CYC work. These activities provide students with an opportunity to explore CYC practice in an authentic way while being supported by instructors who model, coach, and engage students throughout the process. This paper describes the organic evolution of the case of “Allan” at the beginning of a year-long CYC course facilitated by a team of instructors. The case of Allan continued to develop throughout the course in an authentic fashion mirroring the realities of CYC work with individuals and families over   time. Allan provided a way of situating course content as well as supporting students’ application of new knowledge and skills to practice situations.

Online Synchronous Activities to Promote Community of Inquiry in Two Nursing Courses

2019 ◽  
pp. 56-70
Author(s):  
Jennifer Roye ◽  
Denise M. Cauble
Keyword(s):  
Case Studies ◽  
Sense Of Community ◽  
Community Of Inquiry ◽  
Video Conferencing ◽  
Learning Activities ◽  
Synchronous Learning ◽  
Case Based Learning ◽  
Specific Teaching ◽  
Nursing Courses ◽  
Case Based

This chapter presents specific teaching strategies to enhance the learner experience in two online nursing courses through the use of synchronous learning activities. Online instruction often leaves the learner feeling disconnected and void of a sense of community. The community of inquiry (CoI) theory will be discussed, offering methods to increase the sense of community in the online learner. Specific exemplars will include the use of online synchronous case-based learning using pre-designed case studies and the inclusion of peer learning activities performed within a video conferencing platform.

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