Effectiveness of &amp;#147;case-based learning&amp;#148; in physiology

Bennal, Amruta S; Pattar, Manohar Y; Taklikar, Raju H

doi:10.5455/njppp.2015.5.1810201583

Cited by 4 publications

(4 citation statements)

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“…Student's perceptions for problem-based learning and casebased learning in physiology were positive for clearing doubts, understanding concepts and invoke SDL similar to our study. [9][10][11] Purposeful engagement and active learning technique is a way to make the lecture effective and can change the nature of learning, while simultaneously improving knowledge gain and recall abilities. Educational games such as computer-assisted learning and cardiovascular drug fun cricket have been found to reinforce the lectures, enrich the learning experience.…”

Section: Discussionmentioning

confidence: 99%

Student perceptions on activity-based learning in physiology

Parekh¹,

Munjappa²,

Shinde³

et al. 2018

Natl J Physiol Pharm Pharmacol

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Background: Concept building is very important for learning physiology. Active involvement of the students when a particular topic is being taught has been hypothesized to benefit the students to learn physiology effectively and overcome lack of self-directed learning. Aims and Objectives: To find students' perspectives regarding the activity-based teachinglearning method. Materials and Methods: An educational interventional study in physiology included 100 1 st MBBS students and involved activities such as multiple choice questions, questions based on graphs, fill in the blanks, match the columns, and complete the flow chart; preceding and following seven lectures in endocrine system. Closed-ended questions in the prevalidated student perception questionnaire were analyzed on Microsoft Excel. Results: There was a positive feedback regarding the usefulness of the method in creating interest in the topics taught and also understanding of concepts. 76% of students also agreed that they were driven to resources in an attempt to solve the activities. Conclusions: Analysis of students' perceptions suggests the efficacy of this method to convert didactic teaching to active learning. Overall, students liked this method as a useful and interesting tool for learning physiology.

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Section: Discussionmentioning

confidence: 99%

Student perceptions on activity-based learning in physiology

Parekh¹,

Munjappa²,

Shinde³

et al. 2018

Natl J Physiol Pharm Pharmacol

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“…15 Previous research showed that CBL was more effective to stimulate problem-solving and communication skills than conventional methods. 16,17 Research exploring the PBL and CBL process also showed the same results. Students perceived that CBL was better to enhance problemsolving and communication skills.…”

Section: Introductionmentioning

confidence: 56%

Exploring Problem-Based Learning (PBL) and Case-Based Learning (CBL) in Stimulating Cognitive Skills among Medical Students: Analysis of Verbal Interaction

Khoiriyah

Wijaya

2022

imjm

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INTRODUCTION: Problem based learning (PBL) has many benefits; however, research on PBL indicates that students are not quite good at integrating knowledge in basic sciences and clinical aspects. Case-based learning (CBL) might be an alternative method to enhance the integration of this knowledge. No research explored the way these two methods stimulate cognitive skills. This study aimed to explore the differences between PBL and CBL in stimulating cognitive skill by analyzing verbal interaction. MATERIALS AND METHODS: This descriptive research was performed at the Faculty of Medicine, Universitas Islam Indonesia (FM UII). Twenty-one undergraduate students contributed voluntarily to this study. The students were then split up randomly into a PBL Group (n=10) and a CBL group (n=11). Each group performed twice discussion meetings facilitated by an experienced tutor. The discussion processes were video recorded and analyzed using a coding scheme categorizing the verbal interaction into five types: cumulative reasoning, exploratory questioning, procedural interaction, handling conflict about knowledge, off-task/ irrelevant interactions. RESULTS: Students in both PBL and CBL groups spent most of their time-sharing cumulative reasoning and then asking exploratory question. Students in the PBL group were more frequently asking exploratory questions. Students in both groups rarely handled conflict about knowledge since it was a high order thinking skill. Students in the CBL group were more frequent than the PBL group in performing procedural interaction. CONCLUSIONS: Students performed various cognitive skills in both PBL and CBL. Each method has its own strengths in stimulating reasoning skills of students.

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“…Kegiatan tersebut dilakukan melalui kegiatan pemberian kasus. Pemberian case method paling efektif bila disajikan secara rinci bertahap sehingga mahasiswa dapat mempelajari lebih lanjut tentang kasus tersebut yang mana dapat menemukan dan menganalisis atau mengkritisi masalah (Bennal, Pattar, and Taklikar 2016). Dalam pemecahan kasus ini dilakukan dengan dengan kasus yang terbaru dengan permasalahan terkini (update).…”

Section: Pendahuluanunclassified

Pengembangan Lembar Kerja Mahasiswa Berbasis Case method Pada Matakuliah Profesi Kependidikan

Prastowo

2023

JIPP

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Penelitian ini dirancang untuk mengembangkan lembar kerja mahasiswa berbasis case method pada matakuliah profesi kependidikan yang valid dan praktis. Penelitian ini menggunakan penelitian pengembangan (research and Development). Model ADDIE dipilih dalam penelitian ini yang dikembangkan oleh Dick and Carey. Sampel penelitian adalah mahasiswa semseter V yang mengambil mata kuliah profesi kependidikan tahun pelajaran 2022/2023. Instrumen yang digunakan dalam penelitian ini adalah lembar validasi dan angket. Teknik analisis data yang digunakan adalah (1) Analisis data hasil validasi LKM, (2) Analisis Kepraktisan LKM berbasis case method. Hasil penelitian menemukan bahwa hasil validasi serta kelayakan produk (materi, bahasa dan desain) dengan (sangat valid/sangat layak) dengan skor 88,89%, dan rata-rata skor 83,36% respon mahasiswa terhadap penggunaan LKM berbasis case method praktis.

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Effectiveness of case-based learning in physiology

Cited by 4 publications

References 0 publications

Student perceptions on activity-based learning in physiology

Student perceptions on activity-based learning in physiology

Exploring Problem-Based Learning (PBL) and Case-Based Learning (CBL) in Stimulating Cognitive Skills among Medical Students: Analysis of Verbal Interaction

Pengembangan Lembar Kerja Mahasiswa Berbasis Case method Pada Matakuliah Profesi Kependidikan

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