Case-Based Learning as an Effective Tool in Teaching Pharmacology to Undergraduate Medical Students in a Large Group Setting

Kaur, Gurleen; Rehncy, Jagdeep; Kahal, Karamdeep Singh; Singh, Jaspreet; Matreja, Prithpal S; Grewal, Harmandeep

doi:10.1177/2382120520920640

Cited by 36 publications

(40 citation statements)

References 18 publications

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“…To this end, two questions were asked: (1) What positive aspects did you identify while reading the report/watching the video that helped you to complete the clinical reasoning case exercise? This question referred to the description of facilitators/advantages perceived by the students that could help to complete the clinical reasoning case exercise; (2) what negative aspects did you identify while reading the paper case/watching the video case that made it difficult for you to complete the clinical reasoning case exercise? This question referred to the barriers detected by the students that could hinder the performance of the exercise and/or the disadvantages of this presentation format.…”

Section: Advantages and Disadvantages Perceived In The Two Formatsmentioning

confidence: 99%

“…Case-based learning (CBL) involves the presentation of a well-designed clinical problem that enables students, through a real-life-based patient case, to apply theory to practice [ 1 , 2 , 3 ]. Extensive benefits of CBL have been reported in the health field [ 2 , 4 , 5 ], such as, for example, promoting active learning, with which students gain autonomy compared to a more passive traditional teaching approach, where information and knowledge are generated only by the teachers. In addition, this type of practice fosters a deep understanding of the subject among students, promoting long-term learning [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

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From Clinical Practice to the Classroom. Advantages and Disadvantages of Video and Paper Cases on the Motivation and Clinical Reasoning of Occupational Therapy Students

Rodríguez-Bailón

Fernández-Solano

Merchán-Baeza

et al. 2021

IJERPH

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Case-based learning enables the application of theory to practice using real-life patient cases. The present study aims to compare the effect between video cases and paper cases on motivation for learning and knowledge acquisition to perform a clinical reasoning case exercise by occupational therapy students. A mixed-methods design was used with 120 students randomized into two groups. All students conducted a clinical reasoning case exercise on the same case, although in different presentation formats: paper case and video case. The quantitative measures of this study were the scores of motivation for learning from the Instructional Material Motivation Survey and the grades of a clinical reasoning case exercise. The qualitative part was based on the positive and negative aspects perceived by the participants. The results showed that the motivation for learning was significantly higher for the video case compared to the paper case, although there were no differences in the grades of the clinical reasoning case exercise between the two groups. The video cases were perceived as more relevant to professional practice and more informative in terms of non-verbal communication and context. In light of the results, teachers could use these two formats of presentation of cases with different objectives.

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Section: Advantages and Disadvantages Perceived In The Two Formatsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

From Clinical Practice to the Classroom. Advantages and Disadvantages of Video and Paper Cases on the Motivation and Clinical Reasoning of Occupational Therapy Students

Rodríguez-Bailón

Fernández-Solano

Merchán-Baeza

et al. 2021

IJERPH

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show abstract

“…Case-based learning (CBL) is an effective teaching tool used in a variety of medical fields that links theory to practice by illustrating teaching points with actual clinical cases, promoting active and self-directed learning, clinical reasoning, and problem solving [7,8]. CBL has been encouraged by a number of universities and colleges.…”

Section: Introductionmentioning

confidence: 99%

The Application of a Case-Based Social Media–Assisted Teaching Method in Cariology Education：Comparative Study

Li¹,

Liu²,

Chen³

et al. 2021

J Med Internet Res

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Background Current cariology education based on the traditional teaching method faces a lot of challenges. Meanwhile, the COVID-19 pandemic caused an unprecedented disruption in medical education and health care systems worldwide. Innovation in the teaching mode of cariology education is required to change the situation. Objective The goal of the research was to evaluate the application effects of a case-based social media–assisted teaching method in cariology education. Methods Dental students of class 2019 were enrolled into the experimental group, while students of class 2018 served as control. A case-based social media–assisted teaching method was used in the experimental group, which included preclass activity via social media, additional discussion and practice process record in class, and questions and answers on the platform after class. The traditional teaching method, which consisted of conventional preparation before class, traditional lectures and demonstrations followed by students practice in class, and questions and answers step after class, was used in the control group. The teaching materials were the same in both groups. At the end of the program, students from both groups took cavity preparation skill evaluation tests. Questionnaires were tested on the case-based social media–assisted teaching group students anonymously. All data were analyzed using SPSS statistical software (version 22.0, IBM Corp). Results The mean student cavity preparation skill evaluation scores was 82.51 (SD 6.82) in the experimental group and 77.19 (SD 5.98) in the control group (P<.05). The questionnaire response rate was 100%. Of those, 94.3% (100/106) of the students recommended the case-based social media–assisted teaching method in cariology education. The majority of the participants agreed that it helped them memorize the theoretical knowledge of cariology, facilitated in-depth discussion, improved their enthusiasm and initiative in learning, and enhanced the relationship between teachers and students (104/106, 98.1%). They also recognized that the classroom atmosphere was active (94/106, 88.7%). Conclusions The case-based social media–assisted teaching method was beneficial in terms of learning, as demonstrated by the statistically significant improvement of the cavity preparation skill evaluation scores and satisfaction from attending students. This method could be used to supplement the teaching of cariology.

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“…(2020) reported significant improvement in student presence in CBL sessions, although there was no difference in their test marks; they further express that the majority of the students found CBL to be a superior teaching method to traditional teaching and were more involved and more inspired because of it. 7 There is abundant literature on the use of CBL among undergraduate medical students. 7 , 8 , 9 , 10 …”

Section: Introductionmentioning

confidence: 99%

“… 7 There is abundant literature on the use of CBL among undergraduate medical students. 7 , 8 , 9 , 10 …”

Section: Introductionmentioning

confidence: 99%

Perceptions of medical students in Pakistan, KSA, and the US regarding the significance of case-based learning

Khalid¹,

Sohail

Naiyar³

et al. 2021

Journal of Taibah University Medical Sciences

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Objective This study aims to determine the perceptions of medical students in Pakistan, KSA, and the US regarding the significance of case-based learning (CBL). Methods For this cross-sectional study, data were collected by administering an online questionnaire to students in medical schools across Pakistan, KSA, and the US. Results A total of 344 medical students participated in this study, the great majority of whom agree that CBL paves the way for developing a sound understanding of the core subject, provides insight into real-life experiences, helps them transform from fact memorisers into problem solvers, and keeps them engaged during sessions, which motivates them to attend more of these. A comparison of respondents from Pakistan and KSA shows that CBL promotes deep learning and fostered their critical thinking; however, there was a difference in perception in some categories, including CBL as a tool used for grasping key concepts ( p = 0.004), providing insight into real-life experiences ( p = 0.001), offering a platform for self-directed learning ( p = 0.000), nurturing collaborative abilities ( p = 0.004), and maintaining students’ engagement ( p = 0.002). Conclusion Our study shows that the selected cohort of medical students perceive CBL as an effective learning tool, as the majority feel overwhelmingly positive towards it. This study thus proposes the introduction of clinical exposure for medical students early in MBBS programmes, which will help promote collaborative skills and self-directed learning among them.

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Case-Based Learning as an Effective Tool in Teaching Pharmacology to Undergraduate Medical Students in a Large Group Setting

Cited by 36 publications

References 18 publications

From Clinical Practice to the Classroom. Advantages and Disadvantages of Video and Paper Cases on the Motivation and Clinical Reasoning of Occupational Therapy Students

From Clinical Practice to the Classroom. Advantages and Disadvantages of Video and Paper Cases on the Motivation and Clinical Reasoning of Occupational Therapy Students

The Application of a Case-Based Social Media–Assisted Teaching Method in Cariology Education：Comparative Study

Perceptions of medical students in Pakistan, KSA, and the US regarding the significance of case-based learning

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