An intelligent information access system assisting a case based learning methodology evaluated in higher education with medical students

2012 ◽  
Vol 58 (4) ◽  
pp. 1282-1295 ◽  
Author(s):  
Fernando Aparicio ◽  
Manuel De Buenaga ◽  
Margarita Rubio ◽  
Asunción Hernando
Keyword(s):  
Higher Education ◽  
Medical Students ◽  
Information Access ◽  
Access System ◽  
Case Based Learning ◽  
Intelligent Information ◽  
Information Access System ◽  
Case Based

scholarly journals Practical Issues in Information Access System Evaluation

2017 ◽  
Vol 51 (1) ◽  
pp. 67-72 ◽  
Author(s):  
Evangelos Kanoulas ◽  
Jussi Karlgren
Keyword(s):  
Information Access ◽  
System Evaluation ◽  
Access System ◽  
Information Access System

scholarly journals Password Correction and Confidential Information Access System

2017 ◽  
pp. 451-463
Author(s):  
Martin Tomlinson ◽  
Cen Jung Tjhai ◽  
Marcel A. Ambroze ◽  
Mohammed Ahmed ◽  
Mubarak Jibril
Keyword(s):  
Information Access ◽  
Confidential Information ◽  
Access System ◽  
Information Access System

scholarly journals Case-Based Learning on Web in Higher Education: A Review of Empirical Research

2012 ◽  
Vol 03 (08) ◽  
pp. 31-34 ◽  
Author(s):  
Danucha Saleewong ◽  
Praweenya Suwannatthachote ◽  
Supattra Kuhakran
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Case Based Learning ◽  
Case Based

The Evolution of Core Curriculum in Medical Schools

2020 ◽  
pp. 92-109
Author(s):  
Aaron L. Burshtein ◽  
Joshua G. Burshtein ◽  
Peter A. Gold ◽  
Luke Garbarino ◽  
David E. Elkowitz
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Environments ◽  
Technological Innovation ◽  
Core Curriculum ◽  
Medical School Training ◽  
Case Based Learning ◽  
Medical Educators ◽  
School Training ◽  
Case Based

Medical education has undergone an evolution from passive, lecture-based learning environments to curricula that accentuate an active and dynamic system. Stemming from technological innovation, a greater amount of responsibility has been placed on students during clerkships and residency. In addition, a shift in USMLE assessment focuses on interpretation and application as compared to the former memorization-heavy approach. Therefore, learning has been modified to prepare students for the future medical landscape. Through the use of Team-Based, Problem-Based, and/or Case-Based Learning, medical students are taught to understand content rather than memorize it. The authors elucidate the rationale behind active learning and present a guide for medical educators to adopt this style of learning in every part of the undergraduate medical school training process.

scholarly journals Does case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Bela Turk ◽  
Sebastian Ertl ◽  
Guoruey Wong ◽  
Patricia P. Wadowski ◽  
Henriette Löffler-Stastka
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Procedural Knowledge ◽  
Performance Outcomes ◽  
Multiple Choice Questions ◽  
Study Objective ◽  
Learning Platform ◽  
Case Based Learning ◽  
Case Based ◽  
Knowledge In Practice

Abstract Background Case-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. Ample data has shown CBL to be an enjoyable and motivational didactic tool, and effective in assisting the expansion of declarative and procedural knowledge in academia. Although a plethora of studies apply multiple choice questions (MCQs) in their investigation, few studies measure CBL or case-based blended learning (CBBL)-mediated changes in students’ procedural knowledge in practice or employ comparison or control groups in isolating causal relationships. Methods Utilizing the flexibilities of an e-learning platform, a CBBL framework consisting of a) anonymized patient cases, b) case-related textbook material and online e-CBL modules, and c) simulated patient (SP) contact seminars, was developed and implemented in multiple medical fields for undergraduate medical education. Additionally, other fields saw a solo implementation of e-CBL in the same format. E- cases were constructed according to the criteria of Bloom’s taxonomy. In this study, Objective Structured Clinical Examination (OSCE) results from 1886 medical students were analyzed in total, stratified into the following groups: medical students in 2013 (n = 619) before CBBL implementation, and after CBBL implementation in 2015 (n = 624) and 2016 (n = 643). Results A significant improvement (adjusted p = .002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min = 0, max = 25). Conclusion E-Case-Based Learning is an effective tool in improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

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.

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