Case-based learning: A study to ascertain the effectiveness in enhancing the knowledge among interns of an Indian dental institute

Shigli, Kamal; Aswini, Y B; Fulari, Deepti; Sankeshwari, Banashree; Huddar, Dayanand; Murugaboopathy, Vikneshan

doi:10.4103/0972-4052.194945

Cited by 19 publications

(16 citation statements)

References 20 publications

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“…However, Ramsden 4 stated that lectures may fail to promote reflective and lasting understanding of a topic due to certain disadvantages they display. Lectures and teaching platforms therefore need to be improved to stimulate the learning ability of the students by using methods such as centred‐based learning (CBL) 5 . The CBL provides students with an opportunity to interact with each other and the instructor in a flipped learning environment 5 .…”

Section: Introductionmentioning

confidence: 99%

Perceptions of students on a stand‐alone dental materials course in a revised dental curriculum

Soni

Kotsane

Moeno

et al. 2020

Eur J Dental Education

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Background The Dental Materials (DM) course was introduced as a stand‐alone course in 2013, at the University. Prior to that, DM was integrated into clinical courses. Objective To determine the perceptions of the Bachelor of Dental Science (BDS2 to BDS5) students on a stand‐alone DM course following curricular amendment. Methods This was a cross‐sectional study, in which a simple random sampling strategy was used, with forty‐six students participating. The study was conducted in 2017. A self‐administered, structured, validated questionnaire was used to collect data. The obtained data were summarised and analysed using descriptive and inferential statistics (one‐way ANOVA). Results The study was conducted on Bachelor of Dental Science (BDS2 to BDS5) students. A response rate of 49% from the administered questionnaires was achieved. The overall perception, total mean percentage score of 71.4% was obtained showing a generally positive view on the relevance of the course by students. A total mean percentage score of 74.1% showed the students’ view that the DM course was well managed whilst a total mean score of 56.7% expressed the overall view on the reintegration of DM into clinical courses. Conclusion The students felt that DM was relevant and it could continue as a stand‐alone course. They perceived that the course was run effectively and managed well, but they had conflicting views on reintegration of the course into clinical modules. Studies with larger sample sizes at other Dental Schools are recommended to determine similarity of results.

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Section: Introductionmentioning

confidence: 99%

Perceptions of students on a stand‐alone dental materials course in a revised dental curriculum

Soni

Kotsane

Moeno

et al. 2020

Eur J Dental Education

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“…This study explored a new type of teaching model, the FC-integration model that integrates FC, PBL, TBL and CBL and is assisted by RC. Although previous studies have tried to evaluate new teaching models, they have only focused on one or two teaching method(s) [19][20][21]. In the present research, the FC-integration teaching model was used in the teaching of periodontology, a highly practical subject.…”

Section: Discussionmentioning

confidence: 99%

Application of a novel teaching model integrating multiple teaching methods in periodontology education for Chinese undergraduates

Chen¹,

Ma²,

Fan³

et al. 2020

Preprint

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Background: The present research aims to explore and evaluate a novel teaching model called FC-integration, which integrates multiple teaching methods including flipped classroom, case-based learning (CBL), problem-based learning (PBL) and team-based learning (TBL) assisted by Rain Classroom in periodontology education for Chinese undergraduates. Methods: 200 senior undergraduate students in Grade 2012, 2013 and 2015 were involved in this study from 2016 to 2019. The novel teaching model was applied to the chapter "gingival disease" for Grade 2013 and 2015 students (F group, n=118). As the control, the teacher gave a traditional lecture on the chapter "periodontitis" for Grade 2013 and 2015 students (T group 1, n=118) and the chapter " gingival disease " for Grade 2012 students (T group 2, n=82). The students finished a questionnaire and a quiz after the class. Results: (1) The classroom atmosphere was more inspiring and animating in the F group than in the T group. The questionnaire survey showed higher satisfaction in the F group than in the T group (73.73% vs. 58.47%, P< 0.05). In addition, the Visual Analogue Scale (VAS) score in the F group was higher than that in the T group (7.69±1.69 vs. 7.03±1.91, P <0.05). (2) The average score on the quiz in the F group was higher than in the T group 1 (71.60±13.74 vs. 55.03±16.83, P <0.05) and T group 2 ( 71.60±13.74 vs. 63.92±12.34, P <0.05). Conclusions: The application of the novel model could help students improve their learning efficiency and clinical skills in the diagnosis and therapy of periodontal diseases.

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“…Respecto al trabajo en equipo y la comunicación entre pares, en la pregunta n° 5 el 37,0% declaró estar totalmente de acuerdo con que trabajar en el caso asignado favoreció el trabajo en equipo, un 25,9% (Shigli et al, 2017).…”

Section: Habilidades Comunicacionalesunclassified

Razonamiento clínico en kinesiología mediante aprendizaje basado en casos

Contreras-Briceño

Rojas

Ramírez

et al. 2020

ARS med

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Introducción: En cursos clínicos con gran número de estudiantes, las experiencias clínicas con pacientes reales son limitadas, dificultando el logro de objetivos de aprendizaje. La didáctica aprendizaje basado en casos (ABC) promueve el pensamiento crítico y trabajo coolaborativo, aspectos esenciales para desarrollar competencias profesionales. El objetivo de este estudio fue reportar si la incorporación de la metodología ABC en una asignatura clínica curricular promueve el razonamiento clínico en la formación en kinesiología. Metodología: En la asignatura curricular “evaluación cardiorrespiratoria en kinesiología”, 10 grupos de 7 estudiantes desarrollaron casos clínicos de temas disciplinares seleccionados bajo criterio de jueces por expertos del área, y lo presentaron al resto de sus compañeros. Un académico guió la reflexión del tema tratado en el ABC, fomentando la discusión entre los estudiantes. Al finalizar la asignatura se evaluó la percepción de la didáctica educativa mediante encuesta y logro de objetivos de aprendizaje con indicadores académicos.Resultados: Los estudiantes reportaron gran satisfacción con la metodología, mayor preparación para actividades de campo clínico y mejoras en sus habilidades comunicacionales. El promedio obtenido en las interrogaciones y en las actividades clínicas fue superior a versiones previas de la asignatura, aumentando el porcentaje de aprobación y satisfacción con el curso. Conclusión: La incorporación de la didáctica de ABC fomentó el razonamiento clínico, reflexión y habilidades comunicacionales mejorando el rendimiento académico y promoviendo competencias profesionales. Como producto final se elaboró un libro de descarga libre con los temas tratados en los ABC, titulado: “Identificando problemas kinesiológicos: aprendizaje basado en casos”.

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Case-based learning: A study to ascertain the effectiveness in enhancing the knowledge among interns of an Indian dental institute

Cited by 19 publications

References 20 publications

Perceptions of students on a stand‐alone dental materials course in a revised dental curriculum

Perceptions of students on a stand‐alone dental materials course in a revised dental curriculum

Application of a novel teaching model integrating multiple teaching methods in periodontology education for Chinese undergraduates

Razonamiento clínico en kinesiología mediante aprendizaje basado en casos

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