scholarly journals Response to: Coronavirus Disease 2019 (COVID-19) Learning Online: A Flipped Classroom Based on Micro-Learning Combined with Case-Based Learning in Undergraduate Medical Students [Letter]

2021 ◽  
Vol Volume 12 ◽  
pp. 1127-1128
Author(s):  
Elizabeth Vacher ◽  
Paulina Bruessel
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Undergraduate Medical Students ◽  
Case Based Learning ◽  
Micro Learning ◽  
Case Based

scholarly journals Opinion of undergraduate medical students of North Karnataka on case based learning for teaching Medical Microbiology

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Sudheendra Kulkarni ◽  
Chandrakant Chillarge ◽  
Kumar Sai Sailesh
Keyword(s):  
Medical Students ◽  
Likert Scale ◽  
Medical Sciences ◽  
Undergraduate Medical Students ◽  
Practical Applications ◽  
Medical Microbiology ◽  
Case Based Learning ◽  
Second Year ◽  
Self Administered Questionnaire ◽  
Case Based

The present study was undertaken to observe the student's opinion regarding the case based learning for teaching medical microbiology. The study was conducted in the Department of Microbiology, Bidar Institute of Medical sciences, Bidar, North Karnataka. 100 second, year MBBS students were included in the study. Students were exposed to case based lecture (topic-H.Pylori). After the Case based learning (CBL), the opinion of students was taken by using self administered questionnaire with 5 point likert scale. In the present study most of the student's preferred case based learning. We recommend including CBL as a part and parcel of medical microbiology curriculum for better understanding of subject and for practical applications.

scholarly journals Evaluating The Effectiveness of Gastroenterology e-Module for Undergraduate Medical Students, A Pilot Study From Syria

2021 ◽  
Author(s):  
Bashar Almasri ◽  
Mayssoon Dashash
Keyword(s):  
Medical Students ◽  
Undergraduate Medical Students ◽  
Effective Learning ◽  
Learning Experiment ◽  
Self Confidence ◽  
Online Lectures ◽  
Significant Difference ◽  
Case Based Learning ◽  
E Learning ◽  
Case Based

Abstract BackgroundE-learning is an aspect of the practical application of pedagogy. Most students find it an entertaining and effective learning method. Also, case-based learning is related to pedagogy and is an interactive and enjoyable experiment for students. In Syrian medical schools, Gastroenterology teaching is depending on traditional teacher-centered style, passively affecting learning outcomes and imposing the search for other up-to-date alternatives. The study aimed to evaluate the effectiveness of a case-based, E-Module of gastroenterology in fulfilling desired outcomes, and to evaluate students' satisfaction with the e-learning experiment, their self-confidence improvement, and their perception of the experiment's obstacles. Methods13 undergraduate medical students were enrolled. A pretest was conducted, then they participated in 6 synchronous online lectures, and 6 asynchronous lectures which were subjects to the discussion. Students then took a posttest and answered a questionnaire composed of 15 questions measuring their satisfaction with the experiment, self-confidence improvement, and obstacles they faced. ResultsThe mean students' degrees in the pretest was 41.5%, while it was 66.8% in the posttest with a statistically significant difference. There was no statistical difference in posttest between students' answers regarding synchronous lectures compared with asynchronous ones. The best results were related to students' perception of self-confidence improvement after the e-learning experiment.ConclusionsE-learning plays an important role regarding students' level of knowledge improvement. Most of the participants show satisfaction with their knowledge and self-confidence improvement after the E-learning experiment.

scholarly journals Case-Based Learning as an Effective Tool in Teaching Pharmacology to Undergraduate Medical Students in a Large Group Setting

2020 ◽  
Vol 7 ◽  
pp. 238212052092064
Author(s):  
Gurleen Kaur ◽  
Jagdeep Rehncy ◽  
Karamdeep Singh Kahal ◽  
Jaspreet Singh ◽  
Vidushi Sharma ◽  
...  
Keyword(s):  
Undergraduate Medical Students ◽  
Group Setting ◽  
Real Patient ◽  
Clinical Exposure ◽  
Large Group ◽  
Medical College ◽  
Case Based Learning ◽  
Written Test ◽  
Teaching Learning ◽  
Case Based

Background: The need for case-based learning in basic subjects is being recognized world over. Early clinical illustrations and actual clinical exposure enable students to associate basic science and real patient situations, probably increasing their retention of knowledge. The study was conducted to introduce an alternate method of teaching-learning in pharmacology in a large classroom setting to integrate pharmacology into clinical setting for better learning and understanding of the subject. Methods: Ninety-four students of second professional MBBS of a medical college in Punjab were divided into 2 groups and were taught a 2-hour topic in pharmacology using case-based learning (CBL) method and didactic lecture (DL) method using a crossover design. Their attendance and written test score at the end of teaching session were compared. Feedback from students and faculty was taken by prestructured questionnaires. Results: There was an increase in students’ attendance ( P = .008) in CBL sessions but insignificant difference in their performance ( P = .98) in the tests. Most (84%) of the students felt that CBL is a better method of teaching-learning than traditional DL. The teaching faculty felt that the students looked more interested and were themselves more motivated for the newer method of teaching. Conclusions: Case-based learning led to improvement in student motivation, satisfaction, and engagement. Most students and faculty accepted that CBL was an effective learning tool for pharmacology teaching in a large group setting and supported the incorporation of CBL into traditional DL teaching.

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.

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