scholarly journals The Impact of Small Group Case-Based Learning on Traditional Pharmacology Teaching = أثر التعلم المبني على الحالات السريرية في مجموعات صغيرة لتدريس علم الأدوية على الطريقة التقليدية

2013 ◽  
Vol 13 (1) ◽  
pp. 115-120 ◽  
Author(s):  
Yasin I. Tayem
Keyword(s):  
Small Group ◽  
Group Case ◽  
Case Based Learning ◽  
The Impact ◽  
Case Based

scholarly journals Osteoporosis: A Small-Group Case-Based Learning Activity

MedEdPORTAL ◽  
2021 ◽  
Author(s):  
Bianca Nguyen ◽  
Gagani Athauda ◽  
Sanaz B. Kashan ◽  
Tracey Weiler ◽  
Rebecca L. Toonkel
Keyword(s):  
Small Group ◽  
Learning Activity ◽  
Group Case ◽  
Case Based Learning ◽  
Case Based

scholarly journals Pharmacologic Management and Treatment of Osteoporosis: A Small Group Case‐Based Learning Activity

2021 ◽  
Vol 35 (S1) ◽  
Author(s):  
Bianca Nguyen ◽  
Gagani Athauda ◽  
Sanaz Kashan ◽  
Tracey Weiler ◽  
Rebecca Toonkel
Keyword(s):  
Small Group ◽  
Learning Activity ◽  
Treatment Of Osteoporosis ◽  
Group Case ◽  
Case Based Learning ◽  
Pharmacologic Management ◽  
Case Based

Multidisciplinary Group Case-Based Learning Environment

2018 ◽  
pp. 262-277
Author(s):  
Despo Ktoridou ◽  
Epaminondas Epaminonda ◽  
Achilleas Karayiannis
Keyword(s):  
Teaching And Learning ◽  
Core Element ◽  
Innovation And Technology ◽  
Case Based Learning ◽  
Market Opportunities ◽  
New Type ◽  
Multidisciplinary Group ◽  
The University ◽  
The Impact ◽  
Case Based

Technological, economic, and social developments represent dynamic changes for businesses across industries, creating opportunities for young entrepreneurs to build profitable companies. A key consideration relates to the need to recognize market opportunities and understand when and how to capitalize on them, whether starting a new type of business or growing on existing ideas; entrepreneurial thinking is a central attribute in cultivating an answer to this consideration. This chapter examines the impact of case-based learning introduced in a multidisciplinary undergraduate course, “Management of Innovation and Technology,” at the University of Nicosia. A core element in this process are the students' and lecturers' experiences, benefits, and challenges of cultivating entrepreneurial thinking. The findings can be useful for academics teaching entrepreneurship-related topics and seeking ways to incorporate innovative approaches in their teaching and learning processes in order to motivate students towards the development of entrepreneurial thinking in their professional engagements.

Examining the impact of case-based learning on student engagement, learning motivation and learning performance among university students

2019 ◽  
Vol 12 (3) ◽  
pp. 517-533 ◽  
Author(s):  
Syed Ali Raza ◽  
Wasim Qazi ◽  
Bushra Umer
Keyword(s):  
Student Engagement ◽  
University Students ◽  
Learning Motivation ◽  
Learning Performance ◽  
Content Type ◽  
Case Based Learning ◽  
Motivation And Learning ◽  
The Impact ◽  
Case Based

Purpose The purpose of this paper is to examine the impact of case study-based learning on student’s engagement, learning motivation and learning performance among university students of Pakistan. Design/methodology/approach The research model is analyzed with structural equation modeling. The analysis is done with the application of the measurement model and the structural model. Findings The findings revealed that case study-based learning enhances student engagement, and a significant and positive relationship between case-based learning and all four aspects of engagement, i.e. behavioral, emotional, cognitive and agentic engagement, was observed statistically. According to the findings, case-based learning leads toward an understanding of concepts learned in class and the development of skills among students and results in the enhancement of learning motivation. Furthermore, it is suggested by the results that the impact of student engagement on learning performance varies with respect to its different aspects. As among all the four aspects, only agentic engagement was found to be statistically significant in establishing the link with the learning performance of the students. Research limitations/implications The mixed findings pertaining to the impact of student engagement’s aspects on learning performance of the students pave the way for future research. The future researchers should incorporate individual traits and the specific context to analyze the relationships between the proposed constructs because students vary in their responses to learning activities. Practical implications The present study holds significance for the field of educational research and emphasizes the importance of incorporating case-based teaching in the higher education curriculum in order to ensure the implementation of effective learning strategies. Also, this research will be beneficial for future researchers in understanding the phenomenon of student learning and engagement. Originality/value In view of the limited academic literature in the Asian context, the present study extends the findings and examined the impact of case-based learning on student’s engagement, student’s learning motivation and the role of such engagement in enhancing learning performance of university students.

scholarly journals Influence of Tutors on Studentsʼ Perceptions of Small-group, Case-based Courses

1995 ◽  
Vol 70 (12) ◽  
pp. 1146-1151 ◽  
Author(s):  
Peter L. Schwartz ◽  
Anthony G. Egan ◽  
Christopher J. Heath
Keyword(s):  
Small Group ◽  
Group Case ◽  
Case Based

scholarly journals Case-based learning through small private online course for surgical internship teaching during COVID-19 pandemic in China

2020 ◽  
Author(s):  
Junjie Wang ◽  
Xianzhe Huang ◽  
Ke Pan ◽  
Xin Yang ◽  
Da Ren ◽  
...  
Keyword(s):  
Teaching Method ◽  
Clinical Analysis ◽  
Basic Knowledge ◽  
Online Course ◽  
High Quality Education ◽  
Case Based Learning ◽  
Community Transmission ◽  
Novel Coronavirus ◽  
The Impact ◽  
Case Based

Abstract Background In China, the outbreak of novel coronavirus disease 2019 (COVID-19) was a severe public health emergency that postponed the spring-summer semester of schools and forced students to implement home quarantine to prevent community transmission. Surgical interns’ regular learning was seriously affected during the pandemic, and was almost impossible to carry out. Methods This study aims to explore a novel online medical teaching method during the COVID-19 pandemic. A 12-week case-based learning through small private online course was conducted for 108 medical students who were supposed to practice surgery at the Second Xiangya Hospital of Central South University but were delayed because of the pandemic. At the end of the course, final test and questionnaire survey were completed. The scores of final tests were compared with those before pandemic of the same students when receiving traditional surgical internship teaching. Results The case-based learning through small private online course during the pandemic significantly increased the scores of students in the surgical basic knowledge(90.00 ± 4.76 vs. 85.81 ± 7.45, P = 0.003) and clinical analysis ability(89.55 ± 3.41 vs. 84.57 ± 5.07, P = 0.000), but decreased the scores of clinical operative skills(79.19 ± 5.52 vs. 85.28 ± 9.45, P = 0.002 ). According to the survey, 91.6% of the students thought it was necessary to carry out the online internship teaching and 88.9% of students were satisfied with this teaching method. Conclusions It was concluded that case-based learning through small private online course effectively minimized the impact of COVID-19 for surgical intern teaching by providing high-quality education.

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.

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