Attitudes of faculty and students toward case-based learning in the third-year obstetrics and gynecology clerkship

Hansen, Wendy F.; Ferguson, Kristi J.; Sipe, C.; Sorosky, Joel I.

doi:10.1016/j.ajog.2004.10.595

Cited by 41 publications

(35 citation statements)

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“…CBL has been reported to produce a significant improvement in medical student learning and retention as compared to the TDL format. 2,3,5 A study using interactive medical software revealed that long-term improvement from baseline knowledge was greater in the experimental group, when compared to the control group. 2 In the present study, both facilitators were experienced subject experts.…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…CBL has been compared with the traditional didactic lecture (TDL) format by various authors. [2][3][4][5] An American study has reported that learners and faculty overwhelmingly preferred CBL (guided inquiry) over problem-based learning that involves open inquiry.6 CBL has been found to be a feasible and an effective way to conduct inter-professional multidisciplinary health science education.7 Students exposed to CBL were found to be more interactive during class; however they opined that the lecture method was more helpful in preparing for ABSTRACT Background: Undergraduate medical students infrequently see a variety of cases of infectious diseases during their batch-wise rotatory clinical postings. Traditional didactic teaching resulted in lack of learner-centred teaching, lack of in-depth knowledge and less retention of learning.…”

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Retention of case-based learning on infectious diseases by third-year medical students

Kartikeyan

Malgaonkar

2016

Int J Res Med Sci

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INTRODUCTIONThe principles of adult learning need to be applied while teaching medical students. Adults readily learn details that have immediate relevance and pragmatic applicability in work-related situations.1 Case-based learning (CBL) is a discussion-based small-group learning technique that employs a guided inquiry method and provides more structure during small-group sessions. CBL enhances comprehension and acquisition of cognitive skills since learning is positioned within its context. CBL has been compared with the traditional didactic lecture (TDL) format by various authors. [2][3][4][5] An American study has reported that learners and faculty overwhelmingly preferred CBL (guided inquiry) over problem-based learning that involves open inquiry.6 CBL has been found to be a feasible and an effective way to conduct inter-professional multidisciplinary health science education.7 Students exposed to CBL were found to be more interactive during class; however they opined that the lecture method was more helpful in preparing for ABSTRACT Background: Undergraduate medical students infrequently see a variety of cases of infectious diseases during their batch-wise rotatory clinical postings. Traditional didactic teaching resulted in lack of learner-centred teaching, lack of in-depth knowledge and less retention of learning. The main aim and objective of this complete-enumeration, beforeand-after study (without controls) is to employ case-based learning (CBL) as an adjunct to traditional didactic lectures (TDL) for teaching infectious diseases to third-year undergraduate medical students to study the retention of knowledge by comparing the cognitive domain scores in pre-and post-tests. Methods: After obtaining ethical permissions and written informed consent, TDLs were delivered to give a preview on ten topics (selected by lottery system from topics in syllabus) and a pre-test was conducted after TDL. After pretest, CBL sessions were conducted jointly by two facilitators (using identical CBL modules) in two randomlyassigned sub-groups (n=28) to enable discussion. After CBL, two post-tests (identical to pre-test) were conducted at intervals of one and six months to determine the levels of retention of learning. Results: The differences in the student-wise and question-wise scores in the pre-test and one-month post-test and that between the pre-test and six-month post-test were highly significant. However, the difference between the mean scores in one-month and six-month post-test were not statistically significant. Conclusions: CBL modules using case scenarios were found to enable learning. The marginal differences between the scores in the one-month and six-month post-tests indicate that a single post-test administered six months after the educational intervention (CBL) would be adequate.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Retention of case-based learning on infectious diseases by third-year medical students

Kartikeyan

Malgaonkar

2016

Int J Res Med Sci

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“…23 Moreover, CBL generates considerable enhancement in student learning and retention, as compared to the traditional lecture format. 7,8,10 Traditional lectures impart theoretical knowledge that is restricted to the cognitive domain. Minor differences in scores have been reported when the post-tests were conducted one and six months after CBL.…”

Section: Discussionmentioning

confidence: 99%

“…3 CBL has been compared with the traditional lecture format. [4][5][6][7][8] Traditional lectures are reportedly more helpful to students in preparing for a written examination though these have been denigrated for generating information overload with deficient critical thinking. 9,10 Case scenarios have been utilized to enable learning.…”

Section: Introductionmentioning

confidence: 99%

Effect of case-based learning in reproductive physiology on cognitive domain scores of first-year medical students in Western India

Bhattacharya

Malgaonkar

Kartikeyan

2017

Int J Reprod Contracept Obstet Gynecol

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Background: The Medical Council of India has recommended early clinical exposure, problem-oriented approach and case-based learning throughout the graduate medical curriculum. Case-based learning is a teaching-learning model that helps effective use of student and faculty time.Methods: This complete-enumeration, before-and-after type of educational intervention study (without controls) was conducted in a municipal medical college in Western India. After explaining the objectives of the study to first-year medical students, aged 18 years and above, of either sex, written informed consent was obtained from students (n=55) who were willing to participate in the study. The pre-test was conducted after lectures by faculty from the Departments of Physiology and Community Medicine. An identical post-test was administered after case-based learning, which was conducted by the same faculty in two sub-groups. The outcome studied was the difference in cognitive domain scores after attending lectures (by a pre-test) and case-based learning (by a post-test).Results: The overall mean score increased from 5.36 ± 0.97 (95% CI: 5.11 - 5.62) in the pre-test to 6.49 ± 1.14 (95% CI: 6.19 - 6.79) in the post-test. The differences between the pre- and post-test correct responses were statistically significant for two questions.Conclusions: The participating first-year medical students had adequate basic knowledge of reproductive physiology. Gender differences in correct responses were statistically significant for few questions. Use of case scenarios enhanced cognitive domain scores.

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An Overview of Case–Based and Problem–Based Learning Methodologies for Dental Education

Nadershahi¹,

Bender²,

Beck³

et al. 2013

Journal of Dental Education

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Dental education has undergone significant curriculum reform in response to the 1995 Institute of Medicine report Dental Education at the Crossroads and the series of white papers from the American Dental Education Association Commission on Change and Innovation in Dental Education (ADEA CCI) first published in the Journal of Dental Education and subsequently collected in a volume titled Beyond the Crossroads: Change and Innovation in Dental Education. An important element of this reform has been the introduction into academic dentistry of active learning strategies such as problem–based and case–based learning. As an aide to broadening understanding of these approaches in order to support their expansion in dental education, this article reviews the major characteristics of each approach, situates each in adult learning theory, and discusses the advantages of case–based learning in the development of a multidisciplinary, integrated predoctoral dental curriculum.

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Attitudes of faculty and students toward case-based learning in the third-year obstetrics and gynecology clerkship

Cited by 41 publications

References 3 publications

Retention of case-based learning on infectious diseases by third-year medical students

Retention of case-based learning on infectious diseases by third-year medical students

Effect of case-based learning in reproductive physiology on cognitive domain scores of first-year medical students in Western India

An Overview of Case–Based and Problem–Based Learning Methodologies for Dental Education

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