scholarly journals A Case-Based Tropical Medicine Curriculum for Interdisciplinary Global Health Track Residents

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Damon E. Webb ◽  
Will Northquist ◽  
Jenny Baenziger, MD
Keyword(s):  
Global Health ◽  
Small Groups ◽  
Tropical Medicine ◽  
Indiana University ◽  
Improve Population Health ◽  
Global Health Education ◽  
Case Based Learning ◽  
The Subject ◽  
Previous Training ◽  
Case Based

Global health education is essential for equipping physicians to improve population health both at home and abroad. Global health is a multidisciplinary specialty with physicians who come from many backgrounds, making it important to reinforce concepts in its education that might not have been the focus of their previous training. Tropical medicine, and its focus on infectious disease, is one area of global health that many physicians may not have focused on extensively. We developed a curriculum for tropical medicine for residents in the Indiana University Interdepartmental Global Health Track, a 2-3 year co-curricular focus on global health with residents from Family Medicine, Internal Medicine, Med-Peds, Pediatrics, OBGYN, EM, and others. Research has shown that case-based learning (CBL) is effective in engaging students and faculty compared to other educational methods. It is believed that utilizing CBL in delivering a tropical medicine curriculum to these residents will develop proficiency in the subject over the 8 sessions developed. Residents will learn about a variety of infectious diseases in each session by working through a case, engaging in critical thinking in small groups, then taking a quiz. Following completion of all sessions, they will be complete a summative test and a survey subjectively assessing the curriculum. We hope this novel curriculum will prove effective in teaching the essentials of tropical medicine to Global Health Track residents and will serve as an example for the development of other tropical medicine curricula.

scholarly journals CASE BASED LEARNING: AN ESSENTIAL TOOL IN MEDICAL CURRICULUM FOR TEACHING BIOCHEMISTRY

2021 ◽  
pp. 51-53
Author(s):  
Karanpreet Bhutani ◽  
Suvarna Prasad ◽  
Kirti Sharma ◽  
Upinder Singh
Keyword(s):  
Test Scores ◽  
The Body ◽  
Control Group ◽  
Learning Method ◽  
Post Test ◽  
Case Based Learning ◽  
The Subject ◽  
Didactic Lecture ◽  
Teaching Learning ◽  
Case Based

Introduction: Active learning model using cooperative techniques such as Case Based Learning (CBL) has increased. In CBL, the instructor acts as a facilitator in the construction of knowledge. Clinical Biochemistry is concerned with methodology and interpretation of biochemical tests performed on the body uids and tissues, 1 to support diagnosis, treatment and monitoring of disease. Some change in the teaching learning method can enhance the interest of the students in the subject and they can apply the knowledge of the subject in diagnosis, treatment and follow up of a disease in their professional career. Aims and Objectives:To introduce CBL as teaching learning method and then:-1. Compare score of students by two methods of teaching- Traditional didactic lectures and case based approach.2. Evaluate student's and Faculty's feedback regarding their perception of case based learning. Method: The study was conducted in the Department of Biochemistry, MMIMSR, Mullana (Ambala) during six months period. 150 First professional MBBS students (Batch 2018-19) of MMIMSR, Mullana were included in the study.Pre and Post Test and prevalidated questionnaire (Based on Likert's scale) were used as tools for data collection. The students were divided into two groups: - Group A (n=75) (Study group): case based learning (CBL) was used as teaching learning method. Group B (n=75) (Control group): Traditional didactic lecture method was used as teaching learning method. Result: The Post- test scores of both the learning methods were statistically signicantly higher when compared to their respective Pre- test scores. (p<0.05). The Post- test score of CBL group was higher than that of Didactic lecture group (p <0.05). Conclusion: Both faculty and students wanted CBL sessions to be held in future as this makes Biochemistry a very interesting subject .So CBL should be incorporated along with Didactic lectures in the curriculum for MBBS students.

scholarly journals Case Based learning in Neuroanatomy in Small Groups for First MBBS Students

2020 ◽  
Vol 9 (1) ◽  
pp. 55-60
Author(s):  
Shaifaly Madan Rustagi ◽  
◽  
Suraj Prakash ◽  
Vandana Dave ◽  
Ruchi Dhuria ◽  
...  
Keyword(s):  
Small Groups ◽  
Case Based Learning ◽  
Case Based

scholarly journals INTRODUCTION OF CASE BASED LEARNING IN UNDERGRADUATE PATHOLOGY TEACHING.

2021 ◽  
pp. 1-3
Author(s):  
Geetanjali Gogoi
Keyword(s):  
Medical Sciences ◽  
Proper Understanding ◽  
Medical College ◽  
Innovative Method ◽  
Case Based Learning ◽  
The Subject ◽  
Pathologic Basis ◽  
Case Based ◽  
Pathology Teaching ◽  
Basic Medical

Pathology is a subject which bridges the basic medical sciences with clinical sciences in medical education. The undergraduate pathology classes in our Medical Colleges usually include didactic lectures, conventional practical and tutorial classes. The subject of Pathology can be made more interesting for the students by developing in them a proper understanding of the pathologic basis of disease at the 2nd MBBS level with clinical co-relation. One of the innovative method which can be used in this regard is case-based learning. I undertook this project to introduce case-based learning in undergraduate pathology teaching at Jorhat Medical College and Hospital, Jorhat for the second MBBS students. Both student's and teacher’s feedback were evaluated concerning their perceptions towards the method, its conduct and the various aspects of CBL.

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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