scholarly journals A Pilot Study for Case-Based Learning Among Undergraduate Students in Global Health

10.5580/2b92 ◽  
2012 ◽  
Vol 2 (2) ◽  
Keyword(s):  
Pilot Study ◽  
Global Health ◽  
Undergraduate Students ◽  
Case Based Learning ◽  
Case Based

scholarly journals Case Based Learning Teaching Methodology in Undergraduate Health Sciences

2012 ◽  
Vol 2 (2) ◽  
pp. 48
Author(s):  
Kaitlyn Brown ◽  
Mary Commandant ◽  
Adi Kartolo ◽  
Casey Rowed ◽  
Agatha Stanek ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Group Discussion ◽  
Pilot Project ◽  
Health Sciences ◽  
Teaching Methodology ◽  
Academic Experience ◽  
Nominal Scale ◽  
Case Based Learning ◽  
Health Sciences Students ◽  
Case Based

Case-based learning (CBL) is an interactive teaching approach involving small-group discussion to determine a range of solutions for a presented patient case. In light of the success that the approach has achieved in numerous professional and undergraduate programs, a pilot project was introduced in 2009 by senior health sciences students, who acted as CBL facilitators, at the University of Ottawa for undergraduate courses in the Interdisciplinary School of Health Sciences (ISHS). In collaboration with faculty professors, the facilitators developed CBL sessions consisting of patient cases that were reflective of the core objectives of health sciences courses. A total of 144 undergraduate students from three ISHS courses took part in these sessions; they were evaluated based on the calibre of their participation and a quiz. The quiz consisted of 5 questions that evaluated the students’ mastery of the concepts covered in the CBL session. The students also completed an evaluation of the pilot project. On a nominal scale of one to five, the students on average scored 4.13 out of a possible 5.00 (SD 1.48) marks on the quiz. In the evaluation, the students rated the project as having an overall learning benefit of 3.82 on a nominal scale of one to four. The evaluation indicates that the students perceived the program as having significant learning value and the quiz marks confirmed that CBL promoted the application of lecture content to practical scenarios. These preliminary findings suggest that implementing CBL in ISHS would enhance students’ academic experience. Further sessions based on this model would improve from more rigorous pre- and post- session assessments. 

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 Proof of Concept: Game-Based Mobile Learning—The First Experience With the App Actionbound as Case-Based Geocaching in Education of Veterinary Neurology

2021 ◽  
Vol 8 ◽  
Author(s):  
Jasmin Nessler ◽  
Elisabeth Schaper ◽  
Andrea Tipold
Keyword(s):  
Undergraduate Students ◽  
Rating Scale ◽  
University Campus ◽  
Veterinary Education ◽  
Problem Solving Skills ◽  
Case Based Learning ◽  
The University ◽  
Real Patients ◽  
Case Based

Case-based learning is a valuable tool to impart various problem-solving skills in veterinary education and stimulate active learning. Students can solve imaginary cases without the need for contact with real patients. Case-based teaching can be well performed as asynchronous remote-online class. In time of the COVID-19-pandemic, many courses in veterinary education are provided online. Therefore, students report certain fatigue when it comes to desk-based online learning. The app “Actionbound” provides a platform to design digitally interactive scavenger hunts based on global positioning system (GPS)—called “bounds” —in which the teacher can create a case study with an authentic patient via narrative elements. This app was designed for multimedia-guided museum or city tours initially. The app offers the opportunity to send the students to different geographic localizations for example in a park or locations on the University campus, like geocaching. In this way, students can walk outdoors while solving the case study. The present article describes the first experience with Actionbound as a tool for mobile game-based and case-orientated learning in veterinary education. Three veterinary neurology cases were designed as bounds for undergraduate students. In the summer term 2020, 42 students from the second to the fourth year of the University of Veterinary Medicine Hannover worked on these three cases, which were solved 88 times in total: Cases 1 and 2 were each played 30 times, and case 3 was played 28 times. Forty-seven bounds were solved from students walking through the forest with GPS, and 41 were managed indoors. After each bound, students evaluated the app and the course via a 6-point numerical Likert rating scale (1 = excellent to 6 = unsatisfactory). Students playing the bounds outdoors performed significantly better than students solving the corresponding bound at home in two of the three cases (p = 0.01). The large majority of the students rated the course as excellent to good (median 1.35, range 1–4) and would recommend the course to friends (median 1.26, range 1–3). Summarizing, in teaching veterinary neurology Actionbound's game-based character in the context of outdoor activity motivates students, might improve learning, and is highly suitable for case-based learning.

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 Qualitative analysis of undergraduate paramedic students’ perceptions of using case-based learning in an online learning environment

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Brett Williams
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Undergraduate Students ◽  
Clinical Education ◽  
Teaching And Learning ◽  
Teaching Methodology ◽  
Case Based Learning ◽  
E Learning ◽  
Student Centred Learning ◽  
Case Based

This paper presents the second paper in a series outlining the results of a recent research project that aimed to identify student paramedic perceptions of case-based learning (CBL) in the clinical curriculum of the Bachelor of Emergency Health (BEH) degree at Monash University. The integration of student-centred learning (SCL) and CBL within clinical education is an important part of undergraduate prehospital education at Monash University. This e-learning pedagogy has facilitated the creation of small online learning communities, and allowed closer scrutiny of the current technological teaching and learning environment. The study concludes that CBL is a congruent teaching methodology in clinical curricula for prehospital BEH undergraduate students.

scholarly journals Case-Based Learning in Forensic Accounting Education

2019 ◽  
Vol 1 (6) ◽  
Author(s):  
Komang Adi Kurniawan Saputra
Keyword(s):  
Emotional Intelligence ◽  
Research Design ◽  
Undergraduate Students ◽  
Sampling Technique ◽  
Accounting Education ◽  
Learning Method ◽  
Forensic Accounting ◽  
Case Based Learning ◽  
Positive Effect ◽  
Case Based

This study aims to examine the influence of the case based learning method application and motivation toward understanding of forensic accounting with emotional intelligence as moderator. The population of this research is the undergraduate students of accounting department who have taken forensic accounting course at Warmadewa University. Sampling technique in this research is purposive sampling with certain criteria such the student who have taken forensic accounting course. The research design is survey research design by distributing questionnaires to respondents. Data analysis uses a moderated regression analysis (MRA). The results of this research shows that the application of case-based learning method and motivation have a significant positive effect on forensic accounting comprehension, and it is proved that emotional intelligence is able to moderate the influence of application of case based learning method and motivation toward the understanding of forensic accounting

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 Integration of case based learning and bedside teaching in undergraduate students in pediatrics

2019 ◽  
Vol 6 (5) ◽  
pp. 2112
Author(s):  
Suhas P. Kulkarni ◽  
Anil B. Kurane
Keyword(s):  
Medical Education ◽  
Undergraduate Students ◽  
Cognitive Learning ◽  
Study Group ◽  
Learning Method ◽  
Bedside Teaching ◽  
Cognitive Improvement ◽  
Post Test ◽  
Case Based Learning ◽  
Case Based

 Background: Teaching undergraduate students by bedside clinics has remained cornerstone of medical education because it imparts knowledge, teaches proper behaviour and can be used to teach skills effectively. Case based learning (CBL) is a newer modality of teaching in medical education. CBL involves preparing students for clinical practice through use of authentic clinical cases.  Aim of the study is to study the effect of integration of case based learning and bed side clinic on motivation, deep thinking and cognitive improvement in final MBBS studentsMethods: The study group was undergraduate students of final MBBS posted for clinical posting in pediatric ward. The study was carried out on 59 students posted from March 2018 to September 2018. MCQ based pretest was done initially. The students were taught the topic by case based learning method for one hour. They were asked to take the case and bedside clinic was conducted. Relevant clinical examination was demonstrated to the students. Students were asked to practice the skills in front of the teacher. This was followed by the post-test and   questionnaires.Results: 88.67% students thought that this method was motivating. 82.7 % students perceived that it increases deep thinking. 52.83% students showed more than 20% improvement in score of pre-test and post-test.Conclusions: Integration of case based learning with bed side clinic was associated with Better motivation of final year MBBS students and development of deep thinking in students.  3. Significant change in cognitive learning in final MBBS students.

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