Comparison of the effectiveness of two styles of case-based learning implemented in lectures for developing nursing students’ critical thinking ability: A randomized controlled trial

Shao-hua, Hong; Yu, Ping

doi:10.1016/j.ijnurstu.2016.12.008

Cited by 95 publications

(74 citation statements)

References 38 publications

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“…However, the fact that students recognized that this additional information would have been helpful shows insight and understanding of the overall diagnostic process as imaging being just a contribution to the overall diagnostic process and that radiographic findings are rarely interpreted in isolation. Previous randomized controlled trials have indicated the effectiveness of case‐based learning to increase critical thinking in health education . As the case‐based format would likely include additional medical and clinical information, confidence with radiographic interpretation may have increased in this study if more of the images had been supported by this approach.…”

Section: Discussionmentioning

confidence: 90%

“…Previous randomized controlled trials have indicated the effectiveness of case-based learning to increase critical thinking in health education. 25 As the case-based format would likely include additional medical and clinical information, confidence with radiographic interpretation may have increased in this study if more of the images had been supported by this approach. Since this study, additional patient history details and clinical assessment findings have been provided to accompany the online and laboratory radiology images.…”

Section: Patient Informationmentioning

confidence: 92%

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Assessing students’ confidence in interpreting dental radiographs following a blended learning module

Pachêco‐Pereira

Senior

Green

et al. 2019

Int J Dental Hygiene

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Objective This study assessed senior dental hygiene (DH) students’ self‐reported confidence in interpreting dental radiographs following the introduction of a blended learning (BL) module for radiology interpretation. The assessment of students was conducted five months prior to graduation. Methods A BL oral radiology module was designed. In order to capture the context, descriptions and differences of students’ experience and confidence, a qualitative research approach was selected. Data were captured using a semi‐structured interview process and analysed using phenomenographic methods. Results Sixteen students were interviewed. Blinded transcripts were analysed, and the main themes relating to confidence were extracted and arranged into categories. The categories were coded as to how confident (low, medium or high) each of the students felt specific to varying contexts and complexities of radiographic interpretation. Conclusion Predominately, the BL model had a positive impact on DH students’ confidence in the interpretation of radiographic findings. However, when asked about their level of overall confidence in interpreting dental radiographs, students still did not describe themselves as confident for all potential findings on radiographs at this point in their education. The students highlighted the importance of having patient history details and clinical assessment findings included in the interpretation exercises and expressed a desire to collaborate with other professionals when interpreting radiographs.

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Section: Discussionmentioning

confidence: 90%

Section: Patient Informationmentioning

confidence: 92%

Assessing students’ confidence in interpreting dental radiographs following a blended learning module

Pachêco‐Pereira

Senior

Green

et al. 2019

Int J Dental Hygiene

View full text Add to dashboard Cite

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“…In general, their research finding is the same. The finding was that PBL effectively improves students' critical thinking (Li & Chen, 2019;Kong, Qin, Zhou, Mou, & Gao, 2004;Gholami, Moghadam, Mohammadipoor, Tarahi, Pour, 2016;Ismail, Harun, Zakaria, & Salleh, 2018;Şendağ, & Odabaşı, 2009;Hong, & Yu, 2017;Choi, Lindquist, & Song, 2014;Mulyanto, Gunarhadi, & Indriayu, 2018;Masek, & Yamin, 201;and EL-Shaer & Gaber, 2014) This study was intended to describe the effectiveness of applying the Problem Based Learning Model in improving critical thinking skill and student learning outcome at Primary Education-Teacher Department (PGSD) of Bung Hatta University.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Applying a Problem-Based Learning Model in Mathematical Learning in Improving Students Critical Thinking

Amrina¹,

Zuzano²,

Wahyuni³

et al. 2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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This research was inspired by the low critical thinking skill and learning outcomr of PGSD students on Mathematics Course at the Bung Hatta University. This study was aimed at describing the effect of applying a Problem-Based Learning model on critical thinking skill and Mathematic learning outcomr of PGSD students at the Bung Hatta University. This was categorized as a Class Action Research. This research was conducted in two cycles. This research had 26 students as a data source. The instrument used was Questionnaire for students' critical thinking skill, lecturing activity sheets and learning outcomes tests. Based on the data analysis on students 'critical thinking skill, the percentage of students' critical thinking in each cycle increased. Students achievement in the first cycle (72.55%) increased in the second cycle(76.77%). Students learning outcomes (57.69%) in the first cycle also increased in the second cycle (84.6%). From the data obtained, it can be concluded that the Problem Based Learning model can increase students' critical thinking skills and Mathematic learning outcomes. In other words, the Problem Based Learning Model is effective in improving students' critical thinking skill.

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“…In practicing CBL, students are encouraged to perform prereading and discussion, followed by teacher-directed summary, thus developing systemic knowledge and skills from typical cases. As one open and interactive teaching method, CBL can maximally develop student's willingness for learning and creativity, activating student's mind and improving creativity idea, and guiding them to use gained knowledge to solve practical issues [9][10][11].…”

Section: Introductionmentioning

confidence: 99%

Application of case-based learning in instructing clinical skills on nursing undergraduates

Qi¹,

Qian²,

Mo³

et al. 2018

biomedicalresearch

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To investigate the efficiency of case-based learning in the course of practical skills on nursing undergraduate students. A total of 147 nursing undergraduate interns from Class 2016 of our college were recruited and were assigned into experimental (N=74) and control groups (N=73) by random number table. Experimental group received case-based learning whilst control group were instructed by classical method. Total score and all dimension scores were significantly higher in experimental group than control group (p<0.05). A critical thinking scale showed higher scores in experimental group at all dimensions comparing to control group (p<0.01). Application of case-based learning in clinical practicing instruction has satisfactory effects on nursing undergraduates, as it can improve both practical skills and critical thinking potency of students.

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Comparison of the effectiveness of two styles of case-based learning implemented in lectures for developing nursing students’ critical thinking ability: A randomized controlled trial

Cited by 95 publications

References 38 publications

Assessing students’ confidence in interpreting dental radiographs following a blended learning module

Assessing students’ confidence in interpreting dental radiographs following a blended learning module

The Effectiveness of Applying a Problem-Based Learning Model in Mathematical Learning in Improving Students Critical Thinking

Application of case-based learning in instructing clinical skills on nursing undergraduates

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