Case-based learning: What traditional curricula fail to teach

Kantar, Lina D.; Massouh, Angela

doi:10.1016/j.nedt.2015.03.010

Cited by 85 publications

(67 citation statements)

References 16 publications

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“…Case students can provide real world context to learners (Cowden & Sze, 2012). Case-based teaching and learning provides opportunities to develop professional skills, and to construct learning, meaning, and sense-making through information-processing, dialogue, insight, and reflection (Bano, Arshad, Khan, & Safdar, 2015;Kantar & Massouh, 2015;Maich & Hill, In Press). Thistlethwaite and colleagues (2012) support the use of case studies, noting that online case-based learning can be effective with attention to the online learning context.…”

Section: Case Studiesmentioning

confidence: 99%

Remote assistive technology training in Newfoundland and Labrador’s rural schools: Is there a need? | Perceptions des enseignants quant au besoin de formation en technologie d’assistance dans les écoles rurales de Terre-Neuve et du Labrador

et al. 2018

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This study examined the perceptions of teachers in rural Newfoundland (NL) about their current ability to support the use of assistive technology (AT) in their classrooms, and identified possible training needs that could be accomplished remotely. Thirty-two educators from rural areas of NL completed an online survey with a mix of closed-and open-ended questions. Five dimensions were explored for this needs assessment including: current beliefs, skills, use, comfort level, and perceptions of AT; identification of specific service needs; learning preferences; available technology; and potential barriers. Results reveal that teachers had positive attitudes about the utility and use of AT in their classrooms, yet were not fully implementing AT with their student's due to a variety of perceived barriers. The study identified a clear need for AT teacher training. Based on the results and the research, literature recommendations are made for teacher training to address the need identified by this study. RésuméCette étude a porté sur les perceptions des enseignants dans les régions rurales de TerreNeuve de leur capacité actuelle d'appuyer l'usage des technologies d'assistance (TA) dans leurs classes et a cerné de possibles besoins de formation que l'on pourrait combler à distance. Trentedeux éducateurs de régions rurales de Terre-Neuve ont rempli un sondage en ligne comprenant un mélange de questions ouvertes et fermées. Cette évaluation des besoins a exploré cinq dimensions : croyances, compétences, utilisation, perceptions et degré de confort actuels quant aux TA; détermination de besoins de services précis; préférences d'apprentissage; technologie disponible; obstacles potentiels. Les résultats révèlent que les enseignants avaient des attitudes positives quant à l'utilité et à l'utilisation des TA dans leurs classes, mais ne les mettaient pas entièrement en oeuvre avec leurs élèves parce qu'ils percevaient une variété d'obstacles. L'étude CJLT/RCAT Vol. 43 (2) Teachers' Perceptions of the Need for Assistive Technology Training in Rural Schools 2 a cerné un besoin manifeste de formation des enseignants relativement aux TA. Selon les résultats et la recherche, des recommandations sont avancées pour que la formation des enseignants réponde au besoin cerné dans cette étude.

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Section: Case Studiesmentioning

confidence: 99%

Remote assistive technology training in Newfoundland and Labrador’s rural schools: Is there a need? | Perceptions des enseignants quant au besoin de formation en technologie d’assistance dans les écoles rurales de Terre-Neuve et du Labrador

et al. 2018

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“…Similar arguments are stated by Kantar and Massouh. [7] 4.2 The benefits from studies and reflection in groups Working in teams with other students was considered as appropriate and helpful for gaining nursing knowledge. In particular, discussing and reflecting on real-life patient cases with fellow students in small groups was useful for gaining a deeper understanding of nursing practice.…”

Section: Problem Based Versus Lecture Based Studiesmentioning

confidence: 99%

“…Appropriate teacher interventions increase the students' case reflections to a higher level and may help them to engage in mastering the case content. According to Ramaekers et al [25] teachers can, in most cases, effectively combine their several roles. For example, they might provide information and guidance when needed and stimulate students to reflect, analyse, and broaden their scope by relating practical patient cases to general theoretical assumptions.…”

Section: The Teacher's Role and Competencementioning

confidence: 99%

“…For example, they might provide information and guidance when needed and stimulate students to reflect, analyse, and broaden their scope by relating practical patient cases to general theoretical assumptions. [25] According to Tanner, [26] there is substantial evidence that guidance in reflection enhances students' reflection habits and skills and improves their clinical reasoning, particularly if such guidance occurs in a climate of colleagueship (fellowship) and support.…”

Section: The Teacher's Role and Competencementioning

confidence: 99%

“…The changes implied a shift from a traditional lectures based methodology to a student-active and problem based pedagogy, including case-based learning (CBL) and reflections in groups with other students and supervisors. [5][6][7] The amount of traditional classroom lectures was reduced radically.…”

Section: Introductionmentioning

confidence: 99%

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Implementing a new pedagogy in the nursing curriculum: Bachelor students’ evaluation

Dale

2017

JNEP

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Background: Inspired by the work of Benner and colleagues at Carnegie Foundation, a new course in nursing was implemented in the first study year's curriculum in the bachelor program in nursing. The new nursing course included a shift from a lecture-only classroom based approach to a problem-based and case-based approach. Reflections and discussions in groups with fellow students and supervisors was the main activity. The aim of this study was to examine how the students experienced the new nursing course. Methods: The survey study was conducted at a university in southern Norwegian. The sample consisted of students in two subsequent classes (n = 126 and n = 118), who had followed the new study plan in the first study year and the traditional study plan in the second study year. An electronic survey, including questions concerning the extent, quality and usefulness of the study plans were examined. Results: The students were, in general, satisfied with the new nursing course regarding the content and quality. The teachers' presence and ability to engage, challenge and facilitate reflection seemed to be decisive. Reflecting and discussing real-life patient cases in groups with fellow students and a supervisor was stimulating, motivating and useful for learning professional nursing. Conclusions: A problem based, case-based pedagogy might increase the students' preparedness for solving patient problems that they encounter in clinical settings. Cooperation and reflection in small groups with fellow students and the supervisor enhance nursing students' clinical reasoning skills, and might contribute to reduce the gap between theory and practice.

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Bone Cement Implantation Syndrome: Key Concepts for Perioperative Nurses

Hines¹,

Collins‐Yoder²

2019

AORN Journal

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Bone cement implantation syndrome (BCIS) is a potentially fatal complication of orthopedic surgeries that use cement. The symptoms of BCIS occur primarily during femoral fracture repairs, but this complication has been reported in a wide variety of cemented procedures. Clinical presentation of this syndrome begins as a cascade with hypoxia and hypotension; if it is not reversed, it ends with right‐sided heart failure and cardiac arrest. This syndrome usually occurs at cementation, prosthesis insertion, joint reduction, or tourniquet deflation, and should be treated with aggressive resuscitation and supportive care. This article provides a comprehensive explanation of bone cement, the identification and management of BCIS, and the roles of the perioperative team in the event of cardiopulmonary collapse. It includes a case study that can be used as an educational tool for simulation, mock drills, or staff meetings; it also may be used as a framework for creating policies.

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Case-based learning: What traditional curricula fail to teach

Cited by 85 publications

References 16 publications

Remote assistive technology training in Newfoundland and Labrador’s rural schools: Is there a need? | Perceptions des enseignants quant au besoin de formation en technologie d’assistance dans les écoles rurales de Terre-Neuve et du Labrador

Remote assistive technology training in Newfoundland and Labrador’s rural schools: Is there a need? | Perceptions des enseignants quant au besoin de formation en technologie d’assistance dans les écoles rurales de Terre-Neuve et du Labrador

Implementing a new pedagogy in the nursing curriculum: Bachelor students’ evaluation

Bone Cement Implantation Syndrome: Key Concepts for Perioperative Nurses

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