Multidisciplinary case‐based learning for undergraduate students

Abstract

This report describes the introduction of case-based learning into the final-year dental programme at the Dublin Dental School. Students attended a series of one-hour sessions in groups of 8. Each group appointed a chairman for each session and a tutor facilitated the discussion. Case details were provided during the session with relevant diagnostic records. At weekly discussion sessions, the group findings and treatment options were considered. The diagnosis and treatment plans were then discussed by clinicians involved in the treatment of the case. Following the last session, the case-based learning programme was evaluated by means of a questionnaire distributed to both tutors and students. Both students and tutors rated the sessions positively. Case-based learning was found to be a worthwhile progression from problem-based learning.

The Detailed Evaluation of Supernumerary Teeth with the Aid of Cone Beam Computed Tomography

“…Supernumerary teeth may be classified according to location and morphology (8,17,34). locational variations include mesiodens, paramolars, distomolars and parapremolars.…”

Innovative education strategies implemented for large numbers of undergraduate nursing students: The Case of one South African university nursing department

“…The case study method thus makes it possible for students at all levels to make decisions about real-life situations in an analytical and systematic manner, in a controlled environment while risk is reduced. According to Garvey, O'Sullivan and Blake [5] case-based learning is a worthwhile approach in developing diagnostic skills and clinical judgment. Students assume responsibility for their own learning, and academics act as facilitators of their learning.…”

A Case Based Learning Model in Therapeutics

“…The fundamental difference is that PBL requires no prior experience or understanding in the subject matter, whereas CBL requires the students to have a degree of prior knowledge that can then assist in solving the problem. The case-based format requires students to recall previously covered material to solve clinical cases, which are based on clinical practice (Garvey, O'Sullivan, & Blake, 2000). As such, CBL is more supportive of the learner than PBL, since students in PBL are expected to locate their own resources, whereas CBL generally provide resources in the form of background information to students which helps lower the burden.…”