Case-Based Learning in Translational Biomedical Research Education: Providing Realistic and Adaptive Skills for Early-Career Scientists

Abstract

Problem Case-based learning is an established means of educating students in law, business, and medicine; however, this methodology is not often applied to educating translational biomedical researchers. The application of case-based learning to translational biomedical research education allows scholars to actively engage with real-world material and apply their newfound knowledge as it is acquired. Approach Through the Mayo Clinic Center for Clinical and Translational Science (CCaTS), three courses were delivered in 2009–2017 which emphasized case-based learning in clinical and translational science, entrepreneurship, and individualized medicine. Quantitative measures collected in student course reviews upon course completion were analyzed. Additionally, products arising from each course were identified, including publications and startups pitched. Outcomes Analyses demonstrate that case-based learning techniques are well suited to graduate biomedical research education. Furthermore, case studies can be employed throughout the entire clinical and translational spectrum, from basic and preclinical work through to clinical and population-based learning. Next Steps Within CCaTS, next steps include creating case-based courses in regulatory and team science to continue to allow scholars to learn and apply these critical skills to real-world material. The goal is to continue to provide immersive training opportunities in areas of clinical and translational science that cannot be readily learned in a traditional lecture-based class setting.

[Retracted] The Value of CBL‐Based Teaching Mode in Training Medical Students’ Achievement Rate, Practical Ability, and Psychological Quality

“…CBL group adopts clinical case-based learning for teaching, specifically includes: (1) set up a special teaching group with professional doctors as teaching teachers and the teachers of each group completed teaching guidance and operation training for medical students [ 20 ]; (2) typical cases with common clinical manifestations are selected for medical students to learn based on their major and teaching content, and the selected cases should have detailed diagnosis and treatment process and complete clinical data [ 21 ]; (3) the teacher should combine the questions with the materials and clinical practice, design representative teaching questions, and ask the medical students to look up relevant information within a specified time [ 22 ]. If necessary, the teacher should give some guidance and help the medical students to get familiar with the basic situation of the case; (4) during clinical ward rounds and diagnosis and treatment, medical students should be asked to watch and learn, and then the clinical data, general information, imaging data, laboratory examination results, and other indicators of patients are introduced in detail, and relevant questions are put forward for students to think and solve by themselves [ 23 , 24 ]; (5) carry out group discussion, summarize problems encountered in clinical events into PPT for report, and discuss with other medical students to solve [ 25 , 26 ]; and (6) during the group discussion of medical students' practice, the teacher shall be responsible for the analysis of important points, give reasonable guidance to the direction, depth and breadth of the discussion of medical students, and check and fill up the gaps. Finally, the medical students' individual summary is made to cultivate the ability of medical students to deal with problems alone, study independently and work in a team [ 27 ].…”

Areas of strength and opportunities for growth in translational science education and training: Results of a scoping review from the NCATS Education Branch

“…Another article, by Rios et al, 63 focused on describing the evaluation of an E&T opportunity described in a separate article 41 . Of these 15 articles, two‐thirds ( n = 10; 67%) used a post‐experience data collection approach, involving a survey, discussion group, or interviews with participants 35,36,45,46,50,56,58,60,61,63 . Another third ( n = 5; 33%) used both pre‐ and post‐experience data collection, including participant surveys and knowledge tests 39,43,48,53,57 .…”

“…Reaction to/ satisfaction with the E&T opportunity 36,39,43,45,46,48,53,56,57,60,61,63 Satisfaction with the course Value of the E&T opportunity as a whole, or specific components of the opportunity Extent to which the course met learning objectives Likelihood to recommend the course 12 80.0…”

“…Impact on professional goals or activities 39,43,45,48,50,53,[56][57][58]61,63 Interest Acquisition of knowledge, skills, attitudes 35,39,43,46,50,53,56,57,60 Self-report increased knowledge in topics conveyed in the E&T opportunity Self-report change in attitudes related to translational research Self-report acquisition of competencies 9 60.0 Impact on behaviors 45,48,50,53,58,61 Self-efficacy to engage in activities that were taught Self-report skill implementation Self-report modification to ongoing research activity or plans for future activities Self-report development of manuscript informed by E&T opportunity Self-report development of grant proposal informed by the E&T opportunity 6 40.0…”

Desarrollo de competencias digitales a través del aprendizaje activo en contextos universitarios con ambientes m-learning

“…En el caso de los docentes, el plan de formación del docente de la UTPL (UTPL, 2019), respalda las declaraciones de las carreras o titulaciones rediseñadas de la UTPL, en las que se hace explícito la implementación de metodologías activas, tales como aprendizaje basado en problemas, aprendizaje basado en casos, aprendizaje orientado a proyectos, aprendizaje basado en retos, entre otros (Greenberg-Worisek et al, 2019;Ktoridou et al, 2018;Requies et al, 2018;Sherman et al, 2019). Está comprobado que la aplicación correcta de estas metodologías mejora la motivación, resultados de aprendizaje competencias profesionales, etc.…”