Multiple cases in case‐based learning: A qualitative description study

Perez, Arnaldo; Howey, Madison; Green, Jacqueline; Nóbrega, Marina Tavares Costa; Kebbe, Maryam; Amin, Maryam; Bergmann, HsingChi von; Ganatra, Seema

doi:10.1111/eje.12900

Cited by 5 publications

(5 citation statements)

References 29 publications

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“…Our findings are closely aligned with the principles of case‐based learning, particularly the use of authentic cases to facilitate meaningful learning 18 . Previous research suggests that cases may improve clinical understanding and knowledge application if they are authentic, challenging, manageable, and relatable to the didactic content taught through lectures, and self‐contained by providing the necessary information to be solved 19 . Although several characteristics of authentic, textual cases in case‐based learning have been suggested, 20 those of narrative cases or stories that include clinical reasoning or thought processes deserve further consideration.…”

Section: Discussionsupporting

confidence: 83%

“…18 Previous research suggests that cases may improve clinical understanding and knowledge application if they are authentic, challenging, manageable, and relatable to the didactic content taught through lectures, and self-contained by providing the necessary information to be solved. 19 Although several characteristics of authentic, textual cases in case-based learning have been suggested, 20 those of narrative cases or stories that include clinical reasoning or thought processes deserve further consideration. While it is true that humans have historically acquired and shared knowledge through stories, 21 this does not absolve instructors from carefully crafting their stories.…”

Section: Discussionmentioning

confidence: 99%

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Dental students’ perceptions of instructor storytelling for clinical learning: A qualitative description study

Atiah,

Dahlseide,

Sharmin

et al. 2023

Journal of Dental Education

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ObjectiveStorytelling has been infrequently used in dental education to link clinical knowledge and practice. Our study aimed to explore dental students’ views of instructor storytelling with an emphasis on clinical reasoning within a case‐based oral pathology seminar.MethodsQualitative description guided the study design. Participants were third‐ and fourth‐year undergraduate dental students who participated in the seminar. Data were collected through semi‐structured, one‐on‐one interviews. Data analysis was approached using inductive, manifest thematic analysis. Verification strategies were employed to ensure methodological rigor throughout the analysis.ResultsIn total, 21 students participated in the study ranging in age from 22 to 29 years. Three interrelated themes were identified, which were related to storytelling authenticity, benefits, and recommendations for improvement. Specifically, students reported that instructor stories effectively conveyed genuine cases and clinical reasoning; were beneficial in terms of engagement, awareness, knowledge acquisition, and skill development; and needed to be educationally and clinically relevant to bridge the knowledge‐practice gap.ConclusionsInstructor storytelling was regarded by dental students as both positive and beneficial. Research is needed to further demonstrate the effectiveness of instructor storytelling in fostering clinical learning and reasoning using indirect and direct outcome measures.

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Section: Discussionsupporting

confidence: 83%

Section: Discussionmentioning

confidence: 99%

Dental students’ perceptions of instructor storytelling for clinical learning: A qualitative description study

Atiah,

Dahlseide,

Sharmin

et al. 2023

Journal of Dental Education

Self Cite

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show abstract

“…Recent evidence is emerging on the effectiveness of this methodology in health professional education, including dentistry. 29 Although there is still a lack of studies specifically related to DT, 30 case-based learning may be helpful not only in integrating clinical scenarios and conditions, but also simulating an emergency visit with real-life situations. 31 No single mode of assessment can adequately measure student's knowledge across all domains of practice.…”

Section: Discussionmentioning

confidence: 99%

“…Interestingly, the use of case‐based scenarios was reported by 64% of the institutions. Recent evidence is emerging on the effectiveness of this methodology in health professional education, including dentistry 29 . Although there is still a lack of studies specifically related to DT, 30 case‐based learning may be helpful not only in integrating clinical scenarios and conditions, but also simulating an emergency visit with real‐life situations 31 .…”

Section: Discussionmentioning

confidence: 99%

International teaching practices in dental trauma education

O'Connell,

Olegário

2023

Dental Traumatology

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Background/AimSeveral publications highlight the insufficient knowledge possessed by dentists and dental students regarding the management of traumatic dental injuries (TDIs). A lack of clinical experience during Undergraduate (UG) education could explain the reported deficits in managing dental trauma post‐graduation. Despite its importance in dentistry, there are very few reports on how, where and who teaches Dental Traumatology (DT) in the UG curriculum. The aim of this study was to investigate teaching practices in DT around the world in UG education.Materials and MethodsUG educators involved in DT teaching activities were invited to complete an online questionnaire hosted on Qualtrics®. The survey consisted of close‐ended and open‐ended questions on their teaching practices in DT. Only one answer per institution was included in the final descriptive analysis.ResultsA total of 203 responses from 164 institutions were obtained from 69 countries. All institutions reported that DT is included in their UG curriculum, and is mainly taught within Paediatric Dentistry and Endodontics. Most teaching and evaluation was delivered in traditional format. The number of contact hours dedicated to DT teaching activities ranged from 2 to 185 h (median = 10). Only 35% of institutions had a unified approach across disciplines. DT was taught as a separate course/module in 23% of the universities. Insufficient exposure to emergency care and the lack of formal clinical exposure to TDI was highlighted by many institutions. The need for a core curriculum was supported by 84% of the institutions with agreement on essential topics required at UG level.ConclusionsTeaching practices in DT varied internationally. Very few teaching hours were devoted to DT and many institutions identified a need for increased clinical exposure. There was a desire for a standardised coherent approach to DT in the UG education with suggestions to improve educational resources.

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“…Case based learning (CBL) is a teaching method which by introducing practical cases to enable students to engage in profound and significant learning while delving into problem analysis and resolution. Studies indicate that CBL can effectively enrich students' professional learning experience and cultivate their ability to combine theory and practice in real-life applications [3][4].…”

Section: Introductionmentioning

confidence: 99%

Research and Practice on the Case Teaching System of “Three Levels-Five Steps-Three Excellences Method” for Professional Degree Students in Traditional Chinese Medicine Universities

Li,

Cao,

Wang

et al. 2024

Proceedings of the 3rd International Conference on Internet Technology and Educational Informatization, ITEI 2023, November 24–

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Presently, Case Based Learning garners prominence within graduate education for professional degree students. Recognizing drawbacks of traditional teaching strategies during PDS training in traditional Chinese medicine,, a case-based teaching system (CTS) of "Three levels-Five steps-Three excellences method" has been proposed. The three levels of this system is organizational management level, execution level, and feedback level. Three excellences refer to doing excellence, selecting excellence, and collecting excellence. Five steps, including overall planning, case development, teaching application, platform construction, practice and promotion, are used to establish a complete CTS is constructed to enhance students' professional learning experience and improve their ability to integrate theory with practice. The aim of his system is to formulate norms for the compiling of teaching cases and management methods for the construction of case database, establish evaluation mechanisms and standards for teaching cases, use network media and technologies to develop a case sharing platform, and to construct a comprehensive CTS.

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Multiple cases in case‐based learning: A qualitative description study

Cited by 5 publications

References 29 publications

Dental students’ perceptions of instructor storytelling for clinical learning: A qualitative description study

Dental students’ perceptions of instructor storytelling for clinical learning: A qualitative description study

International teaching practices in dental trauma education

Research and Practice on the Case Teaching System of “Three Levels-Five Steps-Three Excellences Method” for Professional Degree Students in Traditional Chinese Medicine Universities

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