A Case Based Learning Model in Therapeutics

Jesus, Ângelo; Gomes, Maria João; Cruz, Agostinho

doi:10.24926/iip.v3i4.273

Cited by 8 publications

(6 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A study of student feedback on CBL had shown that CBL helped the students to understand the fundamental and theoretical concepts and forced them to think as professionals. 7 CBL also improved student participation and student satisfaction. However, a study by Curran et al 2008 found that student satisfaction with CBL seems to be related more to the group learning process rather than the CBL itself.…”

Section: Discussionmentioning

confidence: 86%

“…It integrates basic and clinical sciences and, in the process, provides clinical relevance to basic science teaching. 6,7 The aim of the study was to introduce CBL in Pharmacology to teach second year MBBS students and see its effect on their performance. The study also aimed to get student and faculty (Department of Pharmacology) feedback on this teaching model.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Introduction of case-based learning to teach Pharmacology to second year MBBS students

Sood

Kaur

Arora³

2021

Int J Basic Clin Pharmacol

View full text Add to dashboard Cite

Background: Our medical education system has various limitations. In the initial few years of medical education, the focus is more on teaching the theoretical aspect of various subjects and not to apply the knowledge gained to practice. It is important to stimulate a student’s analytic thinking and provide them with an opportunity to see theory in practice. In case-based learning (CBL) a case acts as a stimulant of learning. The aim of the study was to introduce CBL in Pharmacology to teach second year MBBS students and see its effect on their performance. The study also aimed to get student and faculty (Department of Pharmacology) feedback on this teaching model.Methods: A total 180 students of second prof. MBBS and faculty of Department of Pharmacology were included in the study. A total of two topics were taken for CBL sessions. The theory lecture of the first topic was conducted. The students were divided into smaller groups of 15 each and a pretest was taken. This was followed by CBL session and after that post-test was administered. The second topic was covered on similar format. At the end of the two sessions the student and faculty feedback were taken on a five-point Likert scale.Results: A total 127 students participated in the study. 90% of the students agreed or strongly agreed that CBL had been useful in understanding the topics and it will be useful for foundation of their clinical years. All faculty members agreed that CBL does improve student teacher interaction but they found CBL to be time consuming. Conclusions: CBL was well accepted by the students and they want that other topics should be taken up by this method. The faculty also believes that it is worth giving a try but at the same time CBL is time consuming and it may be possible to conduct it for only a few topics in a session.

show abstract

Section: Discussionmentioning

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Introduction of case-based learning to teach Pharmacology to second year MBBS students

Sood

Kaur

Arora³

2021

Int J Basic Clin Pharmacol

View full text Add to dashboard Cite

show abstract

“…As a future health professional, the student is required to develop a vast and intricate variety of skills, to take into account large amounts of factual information, and to practice technical and technological procedures [1]. In an effort to prepare future health professionals to meet the challenging demands of the profession, teachers are encouraged to promote student's higher‐order thinking and collaborative learning and to increase students’ motivation [2].…”

Section: Introductionmentioning

confidence: 99%

Blended versus face‐to‐face: comparing student performance in a therapeutics class

2017

Self Cite

View full text Add to dashboard Cite

Therapeutics is a very complex subject for every pharmacy student, since it requires the application of knowledge from several other disciplines. The study of therapeutics is often done in case-based learning in order to promote reflective thinking and give a scenario as real as possible. The objective of this study was to compare student performance between faceto-face (n = 54) and blended learning (n = 56) approaches to the teaching of therapeutics. They can confirm that there are statistically significant differences (p < 0.05) between the final exam scores from both groups, being that the b-learning group achieved higher scores. Blended learning seems to be an effective way to teach therapeutics, following pre-established teaching methods, and above all, does not negatively affect student performance. It also provides new learning environments and strategies, and promotes the development of new skills such as learning and collaborating online, which may be relevant in a networked knowledge society.

show abstract

“…Pharmacy educators are using Case Based Learning (CBL) to complement traditional pedagogical approaches in order to promote collaborative learning and higher order thinking. 13 CBL also offers exposure to teaching and learning activities that reflect students' future professional working roles. 14 The Accreditation Council on Pharmaceutical Education's (ACPE) standard 11.2 specifically refers to CBL, promoting this active-learning strategy.…”

Section: Background and Purposementioning

confidence: 99%

Pharmacy educators' views on graduate attributes and case-based learning in an undergraduate degree

Singh

Samuel

Wassermann

2020

Currents in Pharmacy Teaching and Learning

View full text Add to dashboard Cite

A Case Based Learning Model in Therapeutics

Cited by 8 publications

References 21 publications

Introduction of case-based learning to teach Pharmacology to second year MBBS students

Introduction of case-based learning to teach Pharmacology to second year MBBS students

Blended versus face‐to‐face: comparing student performance in a therapeutics class

Pharmacy educators' views on graduate attributes and case-based learning in an undergraduate degree

Contact Info

Product

Resources

About