scholarly journals Interprofessional case-based learning for students in primary healthcare. A pilot study

MedEdPublish ◽  
2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Ulla Thörnblom ◽  
Zahra Akbari ◽  
Helena Sohlman ◽  
Christina B Olsson
Keyword(s):  
Pilot Study ◽  
Primary Healthcare ◽  
Case Based Learning ◽  
Case Based

scholarly journals Implementation of a Medical School Elective Course Incorporating Case-Based Learning: a Pilot Study

2020 ◽  
Vol 30 (1) ◽  
pp. 339-344
Author(s):  
Annie Dai ◽  
Laura Q. Wu ◽  
Ryan C. Jacobs ◽  
Anjali Raghuram ◽  
Shweta U. Dhar
Keyword(s):  
Pilot Study ◽  
Medical School ◽  
Case Based Learning ◽  
Elective Course ◽  
Case Based

scholarly journals Case-based learning method to enable rational decision-making in posology in the 1st year MD (Hom) students: A pilot study

2020 ◽  
Vol 3 ◽  
pp. 3-7 ◽  
Author(s):  
Sunil Dattatray Bhalinge ◽  
Prashant P. Tamboli ◽  
Devangini R. Broker
Keyword(s):  
Decision Making ◽  
Pilot Study ◽  
Patient Care ◽  
Rational Decision ◽  
Long Term Effects ◽  
Rational Thinking ◽  
Case Record ◽  
Rational Decision Making ◽  
Case Based Learning ◽  
Case Based

Introduction: Knowledge of posology though essential to treat the patient judiciously and rationally is difficult to teach. Case-based learning (CBL) may provide an opportunity for homoeopathic students to develop rational thinking and learn from clinical experiences to benefit patient care. A pilot study involving 14 Part 1 homoeopathic postgraduate students using CBL method for learning concepts of posology was conducted with objectives of demonstrating application of CBL in developing rational thinking in posology using the tool of “Planning and Programming” of the standardized case record (SCR©). Aim: This study aims to evaluate the utility of CBL method to enhance rational decision-making skills in posology for the 1st year M.D (Hom) students. Objectives: The objectives of the study were as follows: (1) Demonstrating application of CBL in developing rational decision-making skills in posology in homoeopathic postgraduates to improve patient care. (2) Enabling students to establish correlation in theory and clinical practice from principles, concepts in Organon. (3) Motivating students to use planning and programming tool in SCR for deriving posology in the OPD and IPD. Materials and Methods: Fourteen students from MD (Hom) Part I participated in a case-based module of three successfully homeopathically treated cases of rheumatologic disorders with suitable objectives and directives in guided group discussion sessions were conducted and the results evaluated through performance in problem-solving and decision-making, through specially designed formats as per the section of planning and programming to formulate the posology used in SCR©. Changes in the perception were evaluated by taking feedbacks. Performance and evaluation of perception were compared. Results: The collective evaluation showed that students could share and received answers to their difficulties and experience guide as a facilitator. The results revealed that there was a change in performance evaluation, from case 1 (15.57) to 2 (19) but a significant change in case 3 (35.86). Analysis using SPSS was performed and Friedman test was statistically significant (P < 0.05). The forecast line indicates that continued practice is needed to show long-term effects in learning, attitudes, and practice. Conclusions: The findings of the project show that this process has helped the participants to enhance their skills, rational thinking, develop discipline to learn from structured cases, and bedside experiences. CBL can be extended to all areas of homoeopathic medical education.

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.

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