Case Based Learning Teaching Methodology in Undergraduate Health Sciences

Abstract

Case-based learning (CBL) is an interactive teaching approach involving small-group discussion to determine a range of solutions for a presented patient case. In light of the success that the approach has achieved in numerous professional and undergraduate programs, a pilot project was introduced in 2009 by senior health sciences students, who acted as CBL facilitators, at the University of Ottawa for undergraduate courses in the Interdisciplinary School of Health Sciences (ISHS). In collaboration with faculty professors, the facilitators developed CBL sessions consisting of patient cases that were reflective of the core objectives of health sciences courses. A total of 144 undergraduate students from three ISHS courses took part in these sessions; they were evaluated based on the calibre of their participation and a quiz. The quiz consisted of 5 questions that evaluated the students’ mastery of the concepts covered in the CBL session. The students also completed an evaluation of the pilot project. On a nominal scale of one to five, the students on average scored 4.13 out of a possible 5.00 (SD 1.48) marks on the quiz. In the evaluation, the students rated the project as having an overall learning benefit of 3.82 on a nominal scale of one to four. The evaluation indicates that the students perceived the program as having significant learning value and the quiz marks confirmed that CBL promoted the application of lecture content to practical scenarios. These preliminary findings suggest that implementing CBL in ISHS would enhance students’ academic experience. Further sessions based on this model would improve from more rigorous pre- and post- session assessments.

Implementation of case-based instruction on electrochemistry at the 11th grade level

“…While case-based instruction has long been used in law and business, it is increasingly used in other disciplines such as health science (Brown, et al, 2011;Dupuis & Persky, 2008), nursing (Kaddoura, 2011;, business management (Pearce, 2002) psychology (Mayo, 2002; and educational psychology .…”

El aprendizaje a través del juego como herramienta en el diseño de actividades de valor añadido en un currículo integrador de Ciencias Biomédicas Básicas

“…La actividad presentada es una variante innovadora de aprendizaje basado en casos, cuyo valor se ha reflejado en estudios previos realizados con estudiantes de primeros cursos de Ciencias de la Salud [2,19].…”

“…Sin embargo, hay que destacar que nuestro estudio se realizó con alumnos de primer curso, que no están familiarizados con técnicas innovadoras de aprendizaje. La implementación de estas metodologías de aprendizaje desde la primera toma de contacto del alumno con el mundo científico ha resultado positiva en todos los niveles [2], tanto en resultados académicos de los alumnos como a la hora de fomentar el compromiso de los profesores con su proyecto docente, por lo satisfactorio de la experiencia para docentes y alumnos (Fig. 3).…”

“…En los últimos años, los métodos de aprendizaje tradicionales están siendo sustituidos paulatinamente por métodos más innovadores, como el aprendizaje basado en casos, en el que se utiliza un caso práctico desencadenante, que vertebra la enseñanza de una serie de contenidos a grupos reducidos de alumnos [1,2]. El uso de estos casos está apoyado por recursos adicionales y dirigidos por uno o varios profesores cualificados para impartir contenidos y guiar al alumno en el desarrollo de competencias aplicables en su futuro entorno profesional.…”