A challenge based learning experience in forensic medicine

Rojas, Irma Elisa Eraña; Cabrera, Mildred Vanessa López; Barrientos, Elena Ríos; Membrillo-Hernández, Jorge

doi:10.1016/j.jflm.2019.101873

Cited by 37 publications

(13 citation statements)

References 9 publications

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“…Ramírez-Cadena, et al, 2019), student transaction data (Ifenthaler, Gibson, & Zheng, 2018), and social network analysis (Dornfeld Tissenbaum & Jona, 2018). Mixed methodologies (n=26) were most commonly a quantitative survey augmented with qualitative analysis of observations (Gama, 2019), open ended questions (Guo, Zhang, Ritter, & Man, 2014) or more specific methods such as video analysis (Eraña-Rojas, López Cabrera, Ríos Barrientos, & Membrillo-Hernández, 2019). Qualitative methods (n=4) including interviewing students or teachers and employing thematic analysis on the data (Cruger, 2018).…”

Section: Research Methodologiesmentioning

confidence: 99%

“…Within non-STEM disciplines there were much fewer examples of CBL case studies or analyses; for example communication studies (Cruger, 2018), English language (Marin et al, 2013), international business (Sternad, 2015), and marketing (Valenzuela et al, 2018). Multidisciplinary approaches within the literature, though few, included students from medicine, law and marketing (Eraña-Rojas et al, 2019)…”

Section: Multidisciplinarity and Discipline Specificitymentioning

confidence: 99%

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Challenge-based learning in higher education: an exploratory literature review

Gallagher

Savage

2020

Teaching in Higher Education

188

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Section: Research Methodologiesmentioning

confidence: 99%

Section: Multidisciplinarity and Discipline Specificitymentioning

confidence: 99%

Challenge-based learning in higher education: an exploratory literature review

Gallagher

Savage

2020

Teaching in Higher Education

188

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“…Developments in the teaching of forensic medicine and pathology to medical undergraduates have been described in the literature in recent years, including the creation of Objective Structured Practical Examinations (OSPEs), 18 Objective Structured Clinical Examinations (OSCEs) in post mortem examinations of the surface of a body using mannequins and death certification, 19 , 20 , 21 and practical crime scene simulations. 22 Optional teaching modules (‘Student Selected Components’) have been described also, 23 and curricula for students destined to become specialists in forensic pathology or clinical forensic medicine have been detailed. 24 , 25 The ‘protection of the vulnerable’ course remains unique in its focus on the application of forensic medicine and pathology to safeguarding the vulnerable, and an integration of multi-disciplinary expertise.…”

Section: Discussionmentioning

confidence: 99%

Online teaching of forensic medicine and pathology during the COVID-19 pandemic: A course evaluation

Jones

2021

Journal of Forensic and Legal Medicine

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As the COVID-19 pandemic progressed in early 2020, social distancing rules and ‘lockdowns’ brought face-to-face teaching in universities in the UK, and globally, to a halt, leading to an abrupt move to online teaching and learning. This article details student feedback to a course on applied forensic medicine and pathology – framed as ‘safeguarding vulnerable patients’ – which was adapted for delivery online in response to restrictions imposed by the pandemic. That feedback indicated that the adapted online course was well-received and, overall, it compared favourably with pervious iterations of the blended learning course, which had included a substantial face-to-face teaching component. Students remained engaged with the teaching, and they continued to see the relevance of forensic medicine to their future clinical practice.

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“…The traditional teaching in education focuses on imparting specific and systematic knowledge through lectures, reading and repetitive work to gain accumulated knowledge of the content. The challenge-based learning model for skill development transforms face-to-face instruction into real-world learning scenarios [15], which is more complex than a conventional classroom. The learning challenge also includes modules on theory and practice and challenges with desired results nowadays.…”

Section: B Challenge-based Learning 1) Definition Of a Challenge-based Learningmentioning

confidence: 99%

Flipped Classroom with Challenge-Based Learning Model on an Online Streaming Ecosystem to Develop Coping Skills in Cyberbullying

Pornpongtechavanich¹,

Eumbunnapong²,

Piriyasurawong³

2021

IJIET

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The purposes of this research were: 1) to synthesize documents and international research on designing flipped classroom with challenge-based learning model on an online streaming ecosystem to develop coping skills in cyberbullying; 2) to design a flipped classroom with challenge-based learning model on an online streaming ecosystem to develop coping skills in cyberbullying; (3) to assess the suitability of the flipped classroom with challenge-based learning model on an online streaming ecosystem to develop coping skills in cyberbullying. Ten experts were selected using a specific selection: they had more than five years of relevant experience in the field with expertise in educational technology and information technology. The assessment ensures the suitability of the flipped classroom model with eco-challenging, for online learning to improve cyber bullying coping skills. The results showed that 41 international papers and research studies were synthesized, which concluded that there were eight factors that contribute to cyberbullying. The factors used for online streaming consisted of eight elements. The cyberbullying skills development process used a flipped classroom model and challenging learning to form a new learning model. When the components were completed, they were designed and evaluated. It was found that the flipped classroom with online learning ecosystem improves cyber bullying skills. It is highly suitable for developing cyberbullying prevention skills.

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A challenge based learning experience in forensic medicine

Cited by 37 publications

References 9 publications

Challenge-based learning in higher education: an exploratory literature review

Challenge-based learning in higher education: an exploratory literature review

Online teaching of forensic medicine and pathology during the COVID-19 pandemic: A course evaluation

Flipped Classroom with Challenge-Based Learning Model on an Online Streaming Ecosystem to Develop Coping Skills in Cyberbullying

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