Do undergraduate paramedic students embrace case based learning using a blended teaching approach? A 3-year review

Abstract

This paper presents the results of a descriptive longitudinal study which aimed to identify student paramedic perceptions of case based learning used in the clinical curriculum of the Bachelor of Emergency Health (BEH) degree at Monash University, Victoria, Australia. Case based learning and its integration within clinical curriculum is an important part of undergraduate paramedic education at Monash University. The study used self reporting questionnaires involving 247 students. The analysis provides an indication of the students' perceptions of case based learning in their clinical curricula during the 2005-2007 academic years. Quantitative and qualitative data produced encouraging student satisfaction scores and themes emphasising that case based learning was an appropriate, valuable teaching and learning approach. The data also highlighted that improvements are required surrounding student equity and communication between peers and lecturing staff. AimsThe BEH degree is a pre-employment (pre-registration), professionally oriented, undergraduate degree that is offered on a full time on campus basis by Monash University, Melbourne, Australia. The aim of the study was to assess BEH students' perceptions and attitudes as participants in a case based learning process. The study also intended to investigate the pedagogical application of case based learning in a blended learning environment. For the purposes of this paper, blended learning is characterised by combining online teaching and learning with face to face instruction (Reay, 2001).

The Impact of Online Video Cases on Clinical Reasoning in Occupational Therapy Education: A Quantitative Analysis

“…Case-based learning has been a staple of graduate and undergraduate education in a variety of health disciplines (Curran et al, 2008;Jonassen & Hernandoz-Serrano, 2002;Kaddoura, 2011;Kolodner, 1997;Thistlethwaite et al, 2012;Williams, 2009) and in occupational therapy (Bazyk & Jeziorowski, 1989;Liu et al, 1997;Lysaght & Bent, 2005;Neistadt & Smith, 1997;VanLeit, 1995). And although there is evidence for the use of this educational model, this evidence has not linked casebased learning specifically to clinical reasoning in occupational therapy in the past (Boyt Schell & Schell, 2008;Falk-Kessler & Ciaravino, 2006;Lederer, 2007;Mattingly, 1991;Rogers, 1983;Unsworth & Baker, 2016;Vogel et al, 2009).…”

“…Research on the use of case-based reasoning in occupational therapy education and in related health fields has been limited to student satisfaction with case-based learning methods (Curran, Sharpe, Forristall, & Flynn, 2008;Kim, Pederson, & Baldwin, 2012;Lysaght & Bent, 2005;Thistlethwaite et al, 2012;Williams, 2009), connections of instructional methods to other learning outcomes (Bagdasarov et al, 2012;Cook & Triola, 2009;Kaddoura, 2011;Mounsey & Reid, 2012), and how clinical reasoning or critical thinking in occupational therapy students may develop over time (Lederer, 2007;Mattingly, 1991;Rogers, 1983;Vogel, Geelhoed, Grice, & Murphy, 2009). In addition, limited research exists in occupational therapy education that attempts to measure clinical reasoning using standardized measures (Lederer, 2007;Vogel et al, 2009) or to measure clinical reasoning related to various experiential instructional techniques (Coker, 2010;Royeen, Mu, Barrett, & Luebben, 2000;Scaffa & Smith, 2004).…”

“…Collaborative and reflective learning practices incorporated into group processing of cases facilitates identification of relevant information, promotes problem-solving, and assists learners to consider possible outcomes of various interventions (Curran et al, 2008;Jonassen & Hernandoz-Serrano, 2002;Kaddoura, 2011;Kolodner, 1997;Thistlethwaite et al, 2012;Williams, 2009).…”

“…Student satisfaction with case-based learning is consistently high in the literature, with identification of ease of learning, effectiveness in delivering content, collaborative problem-solving, relevance to clinical practice, and motivation or engagement in the case as important factors. When group work and online cases were available, students also rated them favorably (Curran et al, 2008;Kim et al, 2012;Thistlethwaite et al, 2012;Williams, 2009).…”

What are the educational and curriculum needs for emergency medical technicians in Taiwan? A scoping review

“… 38 Williams conducted a series of studies investigating the implementation of CBL in paramedic education curricula in Australia between 2005 and 2009. 19 , 38 – 40 The results demonstrated that CBL not only provided enjoyable learning experiences for students but also improved their interaction with peers and teachers. 19 , 39 Williams also expanded the experience of using CBL to an online education platform that allowed students to reduce the amount of time spent in the classroom whilst maintaining a similar learning environment and participation in activities.…”