How instructors can use case based learning (CBL): CBL approach can inspire more self-regulated learning in students

Purpose The purpose of this paper is to demonstrate the linkage of case-based instruction with the enhancement of self-regulated learning of employees. Design/methodology/approach The authors carried out a literature review of SRL and CBL, including reviewing the theories of situated learning and constructivism. They then provided a detailed design presentation for using CBL with trainees. Findings The findings of the analysis enable a full, detailed approach to the application of CBL for practitioner use Originality/value Case-based instruction has not previously been directly linked to the self-regulation of learning.

Effective Veterinary Clinical Teaching in a Variety of Teaching Settings

This review explores different modalities for clinical teaching of veterinary learners globally. Effective clinical teaching aims to prepare graduates for a successful career in clinical practice. Unfortunately, there is scant literature concerning clinical teaching in veterinary medicine. Our intent for this review is to stimulate and/or facilitate discussion and/or research in this important area. We discuss the different forms that veterinary clinical teaching can take, depending on their setting, which can be university-based clinical activities, work-based in commercial clinical practices, or in a traditional academic setting with little to no real-time exposure to clients and patients. We suggest that each of these modalities has a place in clinical teaching of veterinary learners at any point in the curriculum but that a mix of these approaches will likely provide an improved experience for the learner. Further, we discuss strategies to improve clinical teaching in these different settings. Potential strategies related to the teaching skills of clinical instructors could include training in delivery of clinical teaching in a variety of learning settings, and instructors’ official recognition, including opportunities for career progression. Potential strategies to improve clinical teaching in different teaching settings would vary with the learning settings. For example, in traditional academic settings, case-based learning with incorporation of simulation models is one proposed strategy. The involvement of learners in ‘teach-others’ is a strategy for both traditional academic and clinical settings. Finally, clearly addressing Day One competencies is required in any clinical teaching setting.

Practical and Case-Based Methods in Teaching and Learning

This chapter (re)introduces practical learning methods to the reader. Focusing on multimodality, authenticity, engagement, and environmental adaptability, this chapter breaks down practicality in a rapidly changing learning environment and provides a brief overview of three practical approaches. Combining industry-developed knowledge of agile strategies with experiential knowledge of frontline, metric-driven innovations in teaching, learning, and eLearning, this chapter also showcases blueprints for establishing a sustainable foundation for the growing architecture of eLearning in the US and internationally. The chapter is designed to model the chapter's content for the reader, actively involving readers across modalities in the processes of refining an understanding of practical methods and approaches, including (1) case-based learning, (2) active learning, and (3) communicative learning (as a corollary to communicative language teaching).

Virtual Simulation

Virtual simulation is a learning tool that employs specific hardware and software technology for simulation-based provider training within a digital domain. Extended reality or XR software includes virtual reality (VR), augmented reality (AR), and mixed reality (MR) programs that represent a rapidly growing area within the field of virtual simulation. This training may provide either provider- or patient-centered learning modules, with dedicated hardware and software centered on skill-based, 3D modeling or case-based learning. Demand for these learning programs in healthcare education was fueled by the remote learning needs of the COVID-19 pandemic. In addition to this growing demand, there is a significant role for many virtual simulation software programs within the traditional classroom and lecture hall. This is a previously untapped resource for simulation education. The flipped classroom model provides an opportune framework for the incorporation of immersive, virtual simulation learning programs within spaces previously limited to the more passive, podium-based lecture.

Preparing Teacher Candidates to Teach in Secondary Schools Through Socratic Case-Based Approaches

Socratic instructional approaches for teacher preparation have been endorsed by teacher education programs across the globe for several decades. This chapter describes Socratic case-based teacher preparation in an undergraduate educational psychology course in the United States. Collaborative dialogues, inductive questions, and reasoning are key Socratic strategies used as instructional approaches for promoting teacher candidates' critical thinking and reflective teaching through case-based analysis. Two forms of case-based learning, face-to-face (synchronous) textual case analysis, and computer-mediated (asynchronous) video cases analysis is illustrated and supported with evidence-based theoretical frameworks and research findings. Effectiveness of Socratic case-based teacher preparation is determined via quantitative and qualitative evaluation of teacher candidates' collaborative oral case analysis reports and individual written case analysis reports. Recommendations for strengthening Socratic case-based teacher preparation and future research initiatives are discussed.

Effect of CBL Combined with Case Analysis in the Teaching of Clinical Anesthesia

Objective: To evaluate the effect of CBL (case-based learning) combined with case analysis in the teaching of clinical anesthesia. Methods: From June 2018 to June 2020, a total of 100 clinical anesthesia interns in Shaanxi Provincial People’s Hospital were selected as the research subjects. They were divided into two groups, the reference group (50 interns) and the study group (50 interns), by random sampling method. The reference group was under the traditional teaching method, whereas for the study group, CBL combined with case analysis was implemented. The teaching satisfaction and achievement of the interns in both the groups were evaluated. Results: The teaching satisfaction of the study group was 98%, which was significantly higher than that of the reference group (86%) (P < 0.05); before teaching, there was no significant difference in the theoretical and clinical practice scores between the two groups (P > 0.05); however, after teaching, the theoretical and clinical practice scores of the two groups increased significantly, in which the change of the research group was significantly greater than that of the reference group (P < 0.05). Conclusion: The application of CBL combined with case analysis in the teaching of clinical anesthesia has an ideal effect, improving the teaching satisfaction and achievement. It is a high-quality teaching method and is worthy of application.

Erstellung einer virtuellen HNO-Ambulanz in der Lehre während der COVID-19 Pandemie

Zusammenfassung Einleitung Im Rahmen der COVID-19-Pandemie wurde die Lehre vollständig online durchgeführt. Trotz des Wegfalls von Praktika ist es unser Ziel, ein komplettes und hochqualitatives Curriculum in der HNO-Lehre anzubieten. Methode Wir führten in der HNO-Uniklinik Freiburg Case-based Learning (CBL) ein. CBL ist ein Lern- und Lehransatz, der Studierende durch die Verwendung authentischer klinischer Fälle auf die klinische Praxis vorbereitet und in die Rolle der Entscheidungsträger*in versetzt. CBL verbindet Theorie und Praxis und erlaubt es uns trotz fehlender Praktika, die Studierenden so gut wie möglich auszubilden. Unsere Studierenden evaluierten das Angebot der CBL in Hinsicht auf die Vorbereitung auf die HNO-Abschlussklausur, auf die Vorbereitung auf die Tätigkeit als Ärztin/Arzt, als Lehrmittel und als digitales Format. Ergebnisse Die Mehrheit der Studierenden (>90%) gaben an, dass CBL ein adäquates digitales Lehrformat ist. Die meisten Studierenden stimmten zu oder voll und ganz zu, dass CBL eine gute Vorbereitung für ihre zukünftige klinische Tätigkeit als Ärztin/Arzt ist (>90%) und eine gute Vorbereitung auf die HNO-Klausur ist (>80%). 100% der Studierenden gaben an, dass sie beim CBL etwas gelernt haben. Schlussfolgerung Die Einführung des CBL war erfolgreich und wird als dauerhaftes Lehrmittel in der HNO-Lehre übernommen. CBL soll zu einer virtuellen HNO-Ambulanz weiterentwickelt werden. Die „virtuelle HNO-Ambulanz" soll Lerninhalte durch die Bearbeitung von anonymisierten Patient*innen-Fällen (CBL) vermitteln und das Wegfallen der praktischen Ausbildung im Rahmen der COVID-19-Pandemie überbrücken. Im Anschluss soll die „virtuelle HNO-Ambulanz“ als zusätzliches Lehrangebot etabliert werden.

Proof of Concept: Game-Based Mobile Learning—The First Experience With the App Actionbound as Case-Based Geocaching in Education of Veterinary Neurology

Case-based learning is a valuable tool to impart various problem-solving skills in veterinary education and stimulate active learning. Students can solve imaginary cases without the need for contact with real patients. Case-based teaching can be well performed as asynchronous remote-online class. In time of the COVID-19-pandemic, many courses in veterinary education are provided online. Therefore, students report certain fatigue when it comes to desk-based online learning. The app “Actionbound” provides a platform to design digitally interactive scavenger hunts based on global positioning system (GPS)—called “bounds” —in which the teacher can create a case study with an authentic patient via narrative elements. This app was designed for multimedia-guided museum or city tours initially. The app offers the opportunity to send the students to different geographic localizations for example in a park or locations on the University campus, like geocaching. In this way, students can walk outdoors while solving the case study. The present article describes the first experience with Actionbound as a tool for mobile game-based and case-orientated learning in veterinary education. Three veterinary neurology cases were designed as bounds for undergraduate students. In the summer term 2020, 42 students from the second to the fourth year of the University of Veterinary Medicine Hannover worked on these three cases, which were solved 88 times in total: Cases 1 and 2 were each played 30 times, and case 3 was played 28 times. Forty-seven bounds were solved from students walking through the forest with GPS, and 41 were managed indoors. After each bound, students evaluated the app and the course via a 6-point numerical Likert rating scale (1 = excellent to 6 = unsatisfactory). Students playing the bounds outdoors performed significantly better than students solving the corresponding bound at home in two of the three cases (p = 0.01). The large majority of the students rated the course as excellent to good (median 1.35, range 1–4) and would recommend the course to friends (median 1.26, range 1–3). Summarizing, in teaching veterinary neurology Actionbound's game-based character in the context of outdoor activity motivates students, might improve learning, and is highly suitable for case-based learning.