Case-based Learning: Its Importance in Medical Student Education

Fromke, Eric J.; Jordan, Sheryl G.; Awan, Omer A.

doi:10.1016/j.acra.2021.09.028

Cited by 8 publications

(2 citation statements)

References 14 publications

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“…Given that assessment is a key driver of learning, it is essential to incorporate the learning process into the assessment scheme. Failing to do so would downplay important aspects of the process, such as problem-solving ability, teamwork, and communication [20].…”

Section: Resultsmentioning

confidence: 99%

Comparison of Case-Based Learning and Traditional Teaching to Evaluate Learning and Academic Outcome of First-Year MBBS Students in Biochemistry Curriculum

BORGAONKAR,

PATIL

2024

Asian J Pharm Clin Res

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Objectives: Competency-based medical education (CBME) is an outcome-based teaching method in which gain the knowledge of competencies for early clinical exposure. Case-based learning (CBL) is one of the approaches of CBME which makes learning more effective and interesting. In this backdrop, the present study was conducted to compare the outcome of CBL and the traditional method of teaching in the biochemistry curriculum. Methods: This cross-sectional study was conducted on 130 MBBS 1st year students and was divided into two groups, Group A (n=65) was allocated to CBL, and Group B (n=65) underwent a traditional teaching module. The pre- and post-test scores were compared between the groups and p<0.05 was considered significant. Results: The students were exposed to two lectures and for lecture 1 the post-test scores were significantly higher in CBL as compared traditional learning module (55.42±10.72 vs. 51.32±9.43; p=0.02). Similarly in lecture 2, the post-test scores were significantly higher in CBL as compared traditional learning module (58.87±10.76 vs. 53.12±8.28; p=0.01). Conclusion: CBL is a remarkable and efficient method for teaching biochemistry and it was positively perceived by students.

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Section: Resultsmentioning

confidence: 99%

Comparison of Case-Based Learning and Traditional Teaching to Evaluate Learning and Academic Outcome of First-Year MBBS Students in Biochemistry Curriculum

BORGAONKAR,

PATIL

2024

Asian J Pharm Clin Res

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“…In terms of process, local wisdom-based e-modules are very well implemented with case-based learning to improve problem-solving skills (Bi et al, 2019;Fromke et al, 2022;Gholami et al, 2021;Koehler et al, 2020) and critical thinking skills (Li et al, 2019;Ma & Zhou, 2022;Sapeni & Said, 2020). 7…”

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confidence: 99%

E-Modules for Basic Science and Elementary School Concepts Based on Cases in the Context of Local Wisdom

Winangun,

Suma,

Subagia

et al. 2024

RGSA

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Purpose: This preliminary study aims to describe the need for developing an e-module in a case-based Elementary Science Basic Concepts course with the context of local wisdom and determine the characteristics of the e-module to be developed. Method: This research is a Research and Development that focuses on analyzing the needs of product development. The subjects in this study were 30 Elementary School Teacher Program students and three science core lecturers at the Mpu Kuturan Singaraja State Hindu Religion College. The data collection technique was carried out primarily through questionnaires given to students and lecturers and secondarily through e-module documents at five tertiary institutions, which can be accessed via Google searches. Results and Conclusion: The results of this introduction show that product development in the form of an e-module course based on case-based Elementary Science Basic Concepts with the context of local wisdom is very much needed in the learning process because it can overcome problems of learning difficulties, integrates with local wisdom, and offers better interactivity compared to current e-modules. The characteristics of the e-module course in the case-based Elementary Science Basic Concepts course with the context of local wisdom structurally consists of 8 components, namely: (i) topic or subject matter; (ii) instructions for use; (iii) learning objectives; (iv) learning content; (v) summary, (vi) evaluation complete with discussion, (vii) glossary; and (viii) references.

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